DOI:
https://doi.org/10.14483/22487085.20961Published:
2024-11-25Issue:
Vol. 26 No. 2 (2024): CALJ : july-decemberSection:
Research ArticlesConsolidating a Culture of Assessment for Learning
EFL Teachers’ Appropriation of an Assessment Policy through a Virtual Community of Practice
Consolidando una cultura de evaluación para el aprendizajea de Inglés
Keywords:
agencia, apropiación de la política, comunidades de práctica, evaluación para el aprendizaje, formación docente (es).Keywords:
policy appropriation, Assessment for Learning (AFL)., community of practice, Assessment literacy, teacher agency (en).Downloads
Abstract (en)
This participatory action research study inquired about EFL teachers’ appropriation of a language education policy through a virtual community of practice on language assessment literacies. From a critical sociocultural perspective, the participants’ appropriation was studied aiming at understanding how their discourses and praxes embraced an AfL culture. During the process, teachers inquired and reflected on their lived experiences as they judged the system’s rationality, sustainability, and justice. The analysis yielded evidence of the consolidation of the policy through five main findings: (1) The community unlocked space for the participants to develop understandings and propose actions. (2) They openly debated their interpretations of the system tenets and shared their practical knowledge. (3) In doing so, they tested their knowledge, beliefs, and self-declared purposes against the official assessment policy. (4) The interactions permitted to infer their internalization of assessment as a socially constructed practice. (5) The learning gained throughout the process allowed for the adjustment of the evaluation system to maximize its practicality and positive impact.
Abstract (es)
Esta investigación-acción participativa indagó sobre la apropiación de una política de inglés como lengua extranjera, por parte de profesores de inglés como lengua extranjera, a través de una comunidad virtual de práctica sobre desarrollo profesional en evaluación. Desde una perspectiva sociocultural crítica, se analizó la apropiación de los participantes para comprender cómo sus discursos y praxis incorporan una cultura de la evaluación-para-el-aprendizaje. Los profesores indagaron y reflexionaron sobre sus experiencias vividas mientras evaluaban la racionalidad, sostenibilidad y justicia del sistema. El análisis aportó pruebas que confirman la consolidación de una cultura de evaluación-para-el-aprendizaje, a través de cinco hallazgos principales: (1) Se abrió un espacio para que los participantes desarrollaran entendimientos y propusieran acciones. (2) Los profesores debatieron abiertamente sobre sus interpretaciones de los principios del sistema y compartieron sus conocimientos prácticos. (3) Al hacerlo, pusieron a prueba sus conocimientos, creencias y propósitos auto declarados frente a la política de evaluación oficial. (4) Sus interacciones permitieron inferir una interiorización de la evaluación como práctica socialmente construida. (5) El aprendizaje obtenido en la comunidad permitió ajustar el sistema de evaluación para maximizar su viabilidad e impacto positivo.
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