Laura E Otero | Universidad del Centro de la Provincia de Buenos Aires (original) (raw)
Sworn Translator, English-Spanish-English, specialized in TEFL /ESP. Expertise on Technical and Scientifical areas as well. MA in TEFL and Posgraduate course in TEFL / ESP Reading Comprehension. Senior Lecturer at Humanities College, UNICEN and Training courses for EFL Teachers. Academic articles published in National and International Journals.
Address: Universidad Nacional del Centro de la Provincia de Buenos Aires
Facultad de Ciencias Humanas
Facultad de Ciencias Exactas
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Assessments are powerful tools for the information they provide. For example, in an educational c... more Assessments are powerful tools for the information they provide. For example, in an educational context, they may facilitate data about students, teachers as well as the institution itself. Moreover, assessments are closely related with pedagogy and curricula. Thus, they may be understood as the result of social constructions adapted to the needs of the institutions and actors; for this reason, there are many models, approaches and perspectives. Assessments are essential components of every learning-teaching process and it is thought that their evaluation is of utmost importance to research about those teaching/learning/assessing issues that should be enhanced to benefit students`learning. The aim of this research project is to identify and define the variables of the assessment system of a public university in Argentina so as to feature current evaluation practices for assessing reading comprehension skills. For this, students of the School of Humanities, where English and French are foreign languages of their curricula, were interviewed. Resulting data provide a valuable insight about formative and summative assessments from the students`perception and experience.
Assessments are powerful tools for the information they provide. For example, in an educational c... more Assessments are powerful tools for the information they provide. For example, in an educational context, they may facilitate data about students, teachers as well as the institution itself. Moreover, assessments are closely related with pedagogy and curricula. Thus, they may be understood as the result of social constructions adapted to the needs of the institutions and actors; for this reason, there are many models, approaches and perspectives. Assessments are essential components of every learning-teaching process and it is thought that their evaluation is of utmost importance to research about those teaching/learning/assessing issues that should be enhanced to benefit students`learning. The aim of this research project is to identify and define the variables of the assessment system of a public university in Argentina so as to feature current evaluation practices for assessing reading comprehension skills. For this, students of the School of Humanities, where English and French are foreign languages of their curricula, were interviewed. Resulting data provide a valuable insight about formative and summative assessments from the students`perception and experience.