The English Teacher: His Beliefs about English Language Assessment at Primary, Secondary and Tertiary Levels

Claudio Heraldo Díaz Larenas, Paola Alarcón Hernández, Mabel Andrea Ortiz Navarrete

Abstract


The following paper aims at identifying beliefs about English language assessment from a group of thirty Chilean teachers from primary, secondary and tertiary levels. This research is a multiple case study that utilizes a semi-structured interview, journals and a Likert scale, whose data are analyzed through semantic content analysis with the use of the qualitative data analysis software Atlasti that helps to determine participants' beliefs about assessment. The conclusions indicate that the participants declare to hold a communicative assessment model; however, written tests predominate as assessment procedures to assess grammar and vocabulary in the three educational levels.

Received: 08-31-11 / Reviewed: 11-23-11 / Accepted: 12-16-11 / Published: 04-01-12

How to reference this article:

Díaz, C., Alarcón, P., & Ortiz, M. (2012). El profesor de inglés: sus creencias sobre la evaluación de la lengua inglesa en los niveles primario, secundario y terciario. Íkala, revista de lenguaje y cultura, 17(1), 15-26.


Keywords


assessment, beliefs, English, teachers, educational levels

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References


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