How Do In-Service EFL Teachers Assess Student Language Learning? Analysis of English Assessment Instruments Used in Chilean Secondary Schools

Abstract

The study analyses the assessment instruments designed by Chilean English as a Foreign Language (EFL) in-service teachers. The participants were 110 secondary school teachers from the central, northern, and southern areas of Chile. The data collection technique was document analysis of the assessment instruments designed in their teaching practices. The results suggest that the most typical instrument is a language test, while speaking/writing performance evaluations with rubrics and rating scales are used to a lesser degree, and all having writing, reading, grammar, and vocabulary as their primary assessment foci. It is suggested that universities and administrators of educational institutions promote opportunities for professional updating regarding language assessment. Moreover, pre-service teacher education needs to emphasize and strengthen this didactic dimension. Acknowledgment: This study is part of the research grants FONDECYT 1191021 “Estudio correlacional y propuesta de intervención en evaluación del aprendizaje del inglés: las dimensiones cognitiva, afectiva y social del proceso evaluativo del idioma extranjero” (Correlational study and intervention proposal in English language learning assessment: The cognitive, affective and social dimensions of the foreign language assessment process) and FONDECYT 1220307 “Estudio sobre el diseño de instrumentos de evaluación del idioma inglés: procesos y carga cognitiva, respuesta afectiva y desempeños de candidatos a profesores” (Study on the design of English language assessment instruments: processes and cognitive load, affective response and performances of teacher candidates).