La Evaluación de Lenguas Basada en Tareas: Implicaciones para el Aula de Lenguas Extranjeras
DOI:
https://doi.org/10.26817/16925777.828Palabras clave:
evaluación de desempeño, evaluación de lenguas, evaluación de lenguas basada en tareas, evaluación formativaResumen
Partiendo del enfoque comunicativo en evaluación de lenguas, la necesidad de evaluar la competencia comunicativa ha conllevado al diseño de pruebas estandarizadas alrededor del mundo. En especial, la evaluación de lenguas basada en tareas (TBA sus siglas en inglés) se usa como una manera de inferir qué es lo que pueden hacer las personas con su habilidad de lengua en encuentros reales comunicativos. Este artículo de reflexión examina temas claves en TBA, y mediante esta discusión, sugiere que TBA puede analizarse desde el salón de clases; esta es una propuesta que presento como Evaluación de Lenguas Basada en Tareas en Contextos Pedagógicos (ITBA sus siglas en inglés). El artículo comienza con una revisión del significado de tareas, luego analiza los problemas relacionados con TBA y, finalmente, ofrece una lista de chequeo para que los docentes de lenguas exploren TBA en sus contextos educativos. De igual manera, incluyo algunas limitaciones de la propuesta y conclusiones del artículo
Descargas
Referencias bibliográficas
Bachman, L. & Palmer, A. (1996). Language testing in practice: Designing and developing useful language tests. Oxford University Press.
Bachman, L. (2002). Some reflections on task-based language performance assessment. Language Testing, 19(4), 453-76. https://doi.org/10.1191/0265532202lt240oa
Brindley, G. (1994). Task-centred assessment in language learning: The promise and the challenge. In N. Bird, et al. (Eds.), Language and learning: Papers presented at the Annual International Language in Education Conference (Hong Kong, 1993) (pp. 73-94). Hong Kong Education Department.
Brindley, G. (2013). Task-based assessment. In. C. Chapelle (Ed.), The Encyclopedia of Applied Linguistics, pp. 1-6. John Wiley & Sons. https://doi.org/10.1002/9781405198431.wbeal1141
Brown, J. D. (2004). Performance assessment: Existing literature and directions for research. Second Language Studies, 22(2), 91-139.
Bygate, M. (2016). Sources, developments and directions of task-based language teaching. The Language Learning Journal, 44(4), 381-400. https://doi.org/10.1080/09571736.2015.1039566
Byrnes, H. (2002). The role of task and task-based assessment in a content-oriented collegiate foreign language curriculum. Language Testing, 19(4), 419-437. https://doi.org/10.1191/0265532202lt238oa
Chalhoub-Deville, M. (2001). Task-based assessment: Characteristics and validity evidence. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching, and testing, (pp. 210-228). Longman.
Chapelle, C., Enright, M. K., & Jamieson, J. M. (2007). Building a validity framework for the test of English as a foreign language. Routledge.
Chapelle, C. & Brindley, G. (2010). Assessment. In N. Schmitt (Ed.), An introduction to applied linguistics: Second edition. pp. 247-267. Hodder Education.
Council of Europe (2001). Common European framework of reference for languages: Learning, teaching, and assessment. Cambridge University Press.
Chuanren, K. (2006). A model of formative task-based language assessment for Chinese as a foreign language. Language Assessment Quarterly, (3)2, 207-227. https://doi.org/10.1207/s15434311laq0302_6
Davison, C. & Leung, C. (2009). Current issues in English language teacher-based assessment. TESOL Quarterly, (43)3, 393-415. https://doi.org/10.1002/j.1545-7249.2009.tb00242.x
Douglas D. (2001). Language for specific purposes assessment criteria: Where do they come from? Language Testing, 18(2), 171-185. https://doi.org/10.1177/026553220101800204
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press
Fulcher, G. (2010). Practical language testing. Hodder Education.
Kim, H. (2004). Task-based performance assessment for teachers: Key issues to consider. Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics, 4(2), 1-5. https://doi.org/10.1787/19939019
Leedham, M. (2005). Exam-oriented tasks: Transcripts, turn-taking and backchannelling. In C. Edwards & J. Willis (Eds.), Teachers exploring tasks in English language teaching, 93-102. Palgrave MacMillan. https://doi.org/10.1057/9780230522961_9
Long, M. (2015). Second language acquisition and task-based language teaching. Wiley- Blackwell.
McNamara, T. (1994). Measuring language performance. Addison Wesley Longman.
McNamara, T. & Hill, K. (2011). Developing a comprehensive, empirically based research framework for classroom-based assessment. Language Testing, 29(3), 395-420. https://doi.org/10.1177/0265532211428317
Mislevy, R. J., Steinberg, L. S., & Almond, R. G. (2002). Design and analysis in task-based language assessment. Language Testing, 19, 477-496. https://doi.org/10.1191/0265532202lt241oa
Norris, J. (2009). Task-based teaching and testing. Edited by M. H. Long & C. J. Doughty (Eds.),The Handbook of Language Teaching, 578-594. Wiley-Blackwell. https://doi.org/10.1002/9781444315783.ch30
Norris, J. (2016). Current uses for task-based language assessment. Annual Review of Applied Linguistics, 36, 230-244. https://doi.org/10.1017/S0267190516000027
Nunan, D. (2004). Task-Based language teaching. Cambridge University Press. https://doi.org/10.1017/CBO9780511667336
Pica, T., Kanagy, R., & Falodun, J. (1993). Choosing and using communication tasks for second language instruction. In G. Crookes and S. Gass (Eds.), Tasks and language learning (pp. 9-34). Multilingual Matters.
Rea-Dickins, P. (2001). Mirror, mirror on the wall: identifying processes of classroom assessment. Language Testing, 18(4), 429-462. https://doi.org/10.1177/026553220101800407
Rea-Dickins, P. (2007). Classroom-based assessment: Possibilities and pitfalls. In J. Cummins & C. Davison (Eds.), The international handbook of English language teaching, Vol. 1, pp. 505-520. Springer. https://doi.org/10.1007/978-0-387-46301-8_36
Richards, J.C. & Rodgers, T. (2001). Approaches and methods in language teaching. Cambridge University Press. https://doi.org/10.1017/CBO9780511667305
Skehan, P. (1984). Issues in the testing of English for specific purposes. Language Testing, 1(2) 202-220. https://doi.org/10.1177/026553228400100205
Van den Branden, K. (2006). Task-based language education. Cambridge University Press. https://doi.org/10.1017/CBO9780511667282
Weaver, C. (2012). Incorporating a formative assessment cycle into task-based language teaching in a university setting in Japan. In A. Shehadeh & C. Coombe (Eds.), Task-based language teaching in foreign language contexts: Research and implementation, 287-309. John Benjamins. https://doi.org/10.1075/tblt.4.17wea
Wigglesworth, G. & Frost, K. (2017). Task and performance-based assessment. In E. Shohamy, S. May, & I. Or. (Eds.), Language testing and assessment: Third edition. Encyclopedia of Language and Education (pp. 121-130). Springer. https://doi.org/10.1007/978-3-319-02261-1_8
Willis, J. (1996). A framework for task-based learning. Addison Wesley Longman Limited.
Willis, D. & Willis, J. (2007). Doing task-based teaching: Oxford handbooks for language teachers. Oxford University Press.
Descargas
Publicado
Cómo citar
Número
Sección
Estadísticas de artículo | |
---|---|
Vistas de resúmenes | |
Vistas de PDF | |
Descargas de PDF | |
Vistas de HTML | |
Otras vistas |