EFL in-service teachers' self-reported perspectives on English language assessment

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datacite.alternateIdentifier.citationNueva Revista del Pacífico (76), 61-40, 2022
datacite.alternateIdentifier.doi10.4067/s0719-51762022000100040
datacite.alternateIdentifier.issn0716-6346
datacite.creatorLarenas, Claudio Díaz
datacite.creatorTagle-Ochoa, Tania
datacite.creatorOrtiz-Navarrete, Mabel
datacite.creatorGómez Paniagua, Juan Fernando
datacite.date2022
datacite.rightsAcceso abierto
datacite.subjectAssessment Skills
datacite.subjectClassroom Assessment Practices
datacite.subjectEnglish Language Assessment
datacite.subjectIn-service Teachers' Perceptions
datacite.subjectLanguage Assessment Literacy
datacite.titleEFL in-service teachers' self-reported perspectives on English language assessment
datacite.title.alternativePerspectivas autoreportadas de profesores de inglés respecto a la evaluación del idioma
dc.date.accessioned2025-10-06T14:22:01Z
dc.date.available2025-10-06T14:22:01Z
dc.description.abstractThe purpose of the following quantitative non-experimental and cross-sectional research study is to examine in-service teachers' perceived views, skills, and practices towards the assessment of the English language. A sample of 315 in-service Chilean teachers took part in this study and data was collected through the Classroom Assessment Practices and Skills (CAPS) scale. Descriptive statistics and exploratory factor analysis were used to analyze the results. Findings indicated that in-service teachers perceived monitoring students' learning as the purpose of assessment and agreed on the importance of diagnostic exams. Participants also considered making sure tests included all content taught and the use of assessment results for planning, as strong skills. Finally, the in-service teachers' most frequent practices were associated with the design and feedback of assessment instruments. © 2022 Elsevier B.V., All rights reserved.
dc.description.ia_keywordassessment, service, teachers, skills, practices, purpose, perceived
dc.formatPDF
dc.identifier.issn0719-5176
dc.identifier.urihttps://repositoriodigital.uct.cl/handle/10925/6911
dc.language.isoen
dc.publisherUniversidad de Playa Ancha de Ciencias de la Educacion
dc.relationinstname: ANID
dc.relationreponame: Repositorio Digital RI2.0
dc.rights.driverinfo:eu-repo/semantics/openAccess
dc.sourceNueva Revista del Pacífico
dc.subject.ia_odsODS 4: Educación de calidad
dc.subject.ia_oecd1nCiencias Naturales
dc.subject.ia_oecd2nMatemáticas y Estadística
dc.subject.ia_oecd3nMatemáticas
dc.type.driverinfo:eu-repo/semantics/article
dc.type.driverhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.type.openaireinfo:eu-repo/semantics/publishedVersion
dspace.entity.typePublication
oaire.citationEdition2022
oaire.citationEndPage61
oaire.citationIssue76
oaire.citationStartPage40
oaire.citationTitleNueva Revista del Pacífico
oaire.fundingReferenceANID FONDECYT 1220307 (Regular)
oaire.licenseConditionCC BY-NC-SA
oaire.resourceTypeArtículo
oaire.resourceType.enArticle
uct.catalogadorjvu
uct.comunidadDesarrollo e Innovación Docenteen_US
uct.departamentoDepartamento Didáctica y Prácticas
uct.facultadFacultad de Educación
uct.indizacionLatindex
uct.indizacionDialnet
uct.indizacionSciELO
uct.indizacionCLASE
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