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The current interest in alternative forms inassessment is based on a number of untestedassumptions (Sheppard, 1995). Classroomassessment includes all the processes involved inmaking decisions about students learningprogress. It includes the observation of studentswritten work, their answers to questions in class,and performance on teacher-made andstandardized tests.

The study

This poster session is a comparative researchstudy that attempted to determine the differencesin terms of assessment methodologies,

procedures, classroom management and alsoteaching approaches used by teachers who havereceived formal instruction in assessment andevaluations in ELT, and teachers who lack thisknowledge, in order to find out how they areassessing their students in the Englishclassroom.

Methodology

Conclusions

The Impact Of The Assessment class in ELT teachers in Colombia

Silvia AndreaTarazona and Yulin Andrea PrezUniversidad Industrial de Santander

Bucaramanga, Santander, Colombia.

References

Observations: During the observation process,

students were aware of our presence in the

classroom while we observed the teachers.However, there was no intervention involving their

active participation. The observations provided us

with detailed and non-judgmental notes describing

the situation. Also, they were useful to have a better

understanding of the class interaction held in their

natural social setting.

Rubrics: Were designed to complement theobservations by establishing specific aspects and

criterion to take into account when we were in the

classroom.

Semi-structured Interviews: We carried out twotypes of interviews to obtain more information about

the impact of assessment procedures in teachers

and students. Firstly, we interviewed both teachers

about their educational background, academic

interests, teaching approaches and assessment

procedures used in class to evaluate their students.

Next, we selected some random students and asked

them questions in Spanish related to their attitudes

to the English class, and the perception they have

about their own learning process through their

teachers assessment methods.

1. Lpez, Alexis and Bernal Ricardo (2009). Language Testing in Colombia: ACall for

more Teacher Education and Teacher Training in Language Assessment.

Universidad de Los Andes. Bogota, Colombia.

2. Brown, Sally (2005) Assessment for Learning: The Changing Method of Assessment.

Learning and Teaching in Higher Education. Journal, Issue 1.

2. Brown, H. D. (2000).Language Assessment : Pr inciples and Classroom Pract i ce. (4

ed.). New York: Pearson ESL.

The overall findings from this observationssuggest that the teacher who previously tookassessment and evaluation in ELT class, tendedto value the students growth process over thegrades they obtained.

It was noticeable that the teacher trained inassessment was empowered to implementdifferent alternative assessment methods to keeptrack of the process in a more informal manner,which was helpful to optimize decision-makingthroughout the teaching and learning process.

Abstract

Results

DATA COLLECTION:

This research project was carried out at Faster

English School, a private institute located in

Bucaramanga, Colombia. Data was collected by

means of qualitative methods such as

observations, interviews and rubrics.

One student from the teacher who has no

assessment instruction said: teacher is always

nice and polite, but classes are based on bookpractice and quizzes, i can write sentences and

translate texts but i cant speak in English well

One student from the teacher who took the

assessment class at Universidad Industrial de

Santander claimed: teacher always brings

different activities and we speak in English

during the class, we do some grammar exercises

in class, but the book is to practice at home

DATA ANALYSIS:

Data was analyzed merely by means of

qualitative methods:

Observations and rubrics were analyzed by

using color coding. Specific colors (blue, orange,

green, red and purple) were given to the

categories that we considered relevant to make

process of learning English consistent.

Interviews were analyzed by recording and

transcribing participantsanswers, we also

focused on body language to find deeper

information and to triangulate those responses

with the previous information obtained in the

observations.

Teachers with no training in language

assessment, tend to contemplate assessment

as a tool of power and control to reinforce hisauthority in the classroom, giving the

summative process a bad reputation that

makes students feel anxious when an exam

date is approaching. Brown (2002).

Richards (2011) claimed that assessment

education is important because it gives

teachers conceptions of teaching, learning and

curricula, and it has a strong impact on how

teachers teach and what students learn or

achieve.

DATE AND TIME TEACHER DESCRIPTION OF

THE SITUATION

REFLECTIVE

NOTES

ASPECTS FIELD NOTES

Formative Assessment Procedures

Summative Assessment Procedures

Feedback

Classroom Management

Teachers Approaches

The teacher who was not trained inassessment only used the traditional

methods (exams, standardized test andquizzes) to measure students progress. Heregarded assessment as an isolatedprocedure.

It was evident that the teacher who had nottaken the assessment class at UniversidadIndustrial de Santander, never providedfeedback to their students and their learningprogress was slower and less creative thanstudents from the other class.

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