Red de Bibliotecas Virtuales de Ciencias Sociales en
América Latina y el Caribe
Por favor, use este identificador para citar o enlazar este ítem:
https://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/215768Registro completo de metadatos
| Campo DC | Valor | Lengua/Idioma |
|---|---|---|
| dc.creator | Leguizamón Lesmes, Jenifer Paola | - |
| dc.creator | Rodriguez Cuervo, Angelica Lorena | - |
| dc.date | 2015-11-03 | - |
| dc.date.accessioned | 2023-03-20T15:56:51Z | - |
| dc.date.available | 2023-03-20T15:56:51Z | - |
| dc.identifier | https://horizontespedagogicos.ibero.edu.co/article/view/17103 | - |
| dc.identifier.uri | https://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/215768 | - |
| dc.description | Testing, assessment and evaluation (TAE) help teachers and learners measure, control, and monitor the learning process. For some educators TAE oftentimes does not seem to contribute to learning. This paper reports a qualitative action research study that analyses the teenagers’ attitudes and behaviors towards formative assessment, and the use of prior knowledge as a basis to assess English Language Learning (ELL). The study was conducted with an English class at a school in Bogotá. The pre-service teacher-Researchers collected data about the learners’ engagement or disengagement with English. The findings suggest that by using Formative Assessment, perceptions towards English learning can change, at the beginning learners were not aware of the role English played in their life; at the end more than half of highlighted the relevance of English in their education. | en-US |
| dc.format | application/pdf | - |
| dc.language | eng | - |
| dc.publisher | Corporación Universitaria Iberoamericana | es-ES |
| dc.relation | https://horizontespedagogicos.ibero.edu.co/article/view/17103/689 | - |
| dc.relation | /*ref*/Allen, M. J. (2004). Assessing Academic Programs in Higher Education. In T. Held (Ed.). Stanislaus, California: LOEX Quarterly. | - |
| dc.relation | /*ref*/Assessment Reform Group. (2002). Testing, Motivation and Learning. University of Cambridge Faculty of Education. | - |
| dc.relation | /*ref*/Ausubel. P. (1963).The psychology of meaningful verbal learning. Oxford, England: Grune & Stratton. | - |
| dc.relation | /*ref*/Boston, C. (2002, 10 01) The Concept of Formative Assessment. ERIC Digest, 8. | - |
| dc.relation | /*ref*/Bowman, M. (1994, March). Using Video in Research. Retrieved from Spotlights from the Scottish Council for Research in Education, 45, 3 | - |
| dc.relation | /*ref*/Cizek, G. J. (2010). An introduction to formative assessment: History, characteristics, and challenges. In H. Andrade & G. Cizek, (Eds.) Handbook of formative assessment ( 3-17). | - |
| dc.relation | /*ref*/Crystal, D. (2003). English as a Global language (Vol. Second edition). New York, United States of America: Cambrdige University Press. | - |
| dc.relation | /*ref*/Fletcher & et al. (2001). Meaningful Student Involvement. Washinton: Office of Superintendent of Public Instruction. | - |
| dc.relation | /*ref*/Gareis, C. R. (2007, September 28). The Lost Art of Formative Assessment. Springer Science, 4. | - |
| dc.relation | /*ref*/Herman, J.L., Osmundson, E., Ayala, C., Schneider, S., & Timms, M. (2006). The Nature and Impact of Teachers’ Formative Assessment Practices. National Center for Research on Evaluation, Standards, and Student Testing (CRESST), Center for the Study of Evaluation Technical Report 703, University of California, Los Angeles, CA. | - |
| dc.relation | /*ref*/Huba. M & Freed. J (2000). Learner-Centered Assessment on College Campuses. USA. Allyn and bacon. | - |
| dc.relation | /*ref*/Jenkins, M. (2004). Unfulfilled Promise: formative assessment using computer-aided assessment. Learning and Teaching in Higher Education, Issue 1, 67-80 | - |
| dc.relation | /*ref*/Jones. M, Brader-Araje.L, (2002). The Impact of Constructivism on Education: Language, Discourse, and Meaning. American Communication Journal. 5(3) | - |
| dc.relation | /*ref*/Kenrick, D. T., Neuberg, S. L., Griskevicius, V., Becker, D. V., & Schaller, M. (2010). Goal-Driven Cognition and Functional Behavior the Fundamental-Motives Framework. Current Directions in Psychological Science, 19(1), 63-67 | - |
| dc.relation | /*ref*/Kester, Ellen Stubbe & Elizabeth D. Peña (2002). Language ability assessment of spanish-english bilinguals: future directions. Practical Assessment, Research & Evaluation, 8(4). | - |
| dc.relation | /*ref*/Knight, P. T. (2002). Summative Assessment in Higher Education: practices in disarray. (T. a. Group, Ed.) Studies in Higher Education, 27(3), 275-286. | - |
| dc.relation | /*ref*/Maslow, A. H. (1943). A Theory of Human Motivation. Psychological Review, 50(4), 370-96. | - |
| dc.relation | /*ref*/Naylor, S. & Keogh, B. (1999). Constructivism in classroom: Theory into practice. Journal of Science Teacher Education, 10, 93-106. | - |
| dc.relation | /*ref*/Piaget, J. (1970). Logic and psychology, (translation, W. Mays), NY: Basic Books, 57-58. | - |
| dc.relation | /*ref*/Schunk & Pintrich. (1996). Motivation in education: Theory, research, and Applications. Eaglewood Cliffs: NJ: Prentice-Hall Inc. | - |
| dc.relation | /*ref*/Stiggins, R. (2005). Assessment FOR Learning. Promoting Sound Assessment in Every Classroom (3pp). United States: Pearson | - |
| dc.relation | /*ref*/Stull, C; Jansen, S; Ducette, J; Schiller, J; & Bernacki, M. (2011). The Many Faces of Formative Assessment. International Journal of Teaching and Learning in Higher Education, 23(1), 31.39. | - |
| dc.relation | /*ref*/Taras, M. (March 6th of 2009). Summative assessment: the missing link for formative assessment. Journal of Further and Higher Education, 33(1), 57-69 | - |
| dc.relation | /*ref*/Vygotsky, L (1978). Interaction between learning and development. From: Mind and Society (79-91). Cambridge, MA: Harvard University Press. Reprinted in Readings on the Development of children. Cole, Mary Gauvain and Michael, (Eds.), (2). | - |
| dc.source | Horizontes Pedagógicos; Vol. 17 No. 1 (2015); 33-41 | en-US |
| dc.source | Horizontes Pedagógicos; Vol. 17 Núm. 1 (2015); 33-41 | es-ES |
| dc.source | 2500-705X | - |
| dc.source | 0123-8264 | - |
| dc.subject | Engagement | en-US |
| dc.subject | English Language Learning (ELL) | en-US |
| dc.subject | Formative assessment | en-US |
| dc.subject | Pre-service teachers | en-US |
| dc.subject | Educación Básica con Énfasis en Inglés | en-US |
| dc.title | Formative assessment as a means of encouraging teenager´s english language learning | en-US |
| dc.title | Evaluación formativa como un medio para alentar el aprendizaje del idioma inglés en adolescentes | es-ES |
| dc.type | info:eu-repo/semantics/article | - |
| dc.type | info:eu-repo/semantics/publishedVersion | - |
| dc.type | Articles | en-US |
| dc.type | Qualitative, experimental | en-US |
| dc.type | Artículos | es-ES |
| Aparece en las colecciones: | Facultad de Educación, Ciencias Humanas y Sociales - Iberoamericana - Cosecha | |
Ficheros en este ítem:
No hay ficheros asociados a este ítem.
Los ítems de DSpace están protegidos por copyright, con todos los derechos reservados, a menos que se indique lo contrario.