Assessment strategies of English teachers at the basic level

Abstract

This research work aims to characterize the predominant evaluative approach of English teachers in two elementary education centers in Chile, and specifically the use of instruments that measure communicative competence in English through the four linguistic skills of oral and written expression as well as listening and reading comprehension.

The methodology used is that of Action Research with key informants through the observation of evaluation practices, analysis of the curricular coherence of planning, application of a survey-type questionnaire to students in both schools, and semi-structured interviews with the teachers.

Among the main results, it can be seen that teachers use standardized type assessment instruments, written exams, quizzes and conceptual assessment scales, whereas formative assessments such as homework review, exercises, rubrics, learning journals and classroom projects are used less often.