Assessment : Basic Concepts, Thoughtful Decisions

Milton Raul Licona Luna (Universidad Autónoma de Nuevo León), Elizabeth Alvarado Martínez (Universidad Autónoma de Nuevo León)


Institutions from basic to higher education in Mexico that offer courses of English as a Foreign Language rely heavily on the administering of assessment, usually a formal type of assessment. However, the literature shows how important it is the involvement of other types of assessment in the classroom for effective language learning to take place. For instance, assessment for learning, which consist of a continuous assessment where learners receive feedback so greater learning occurs, what is more, it enables teachers to modify their teaching ways as they reflect on the learners’ progress. To show how assessment is carried out in our context, this research project focuses on a case study within the CAADI from FOD in the UANL.

Texto completo:



Abedi, J. (2010). Performance assessment for English Language learners. California: Stanford Center for Op-portunity Policy in Education.

Alvarez, L., Ananda, S., Walqui, A., Sato, E., & Rabinowitz, S. (2014). Focusing Formative Assessment on the Needs of English Language Learners. San Francisco: WestEd. Retreived from:

Bachman, L. F. & Palmer, A. S. (1996). Language testing in practice. New York: Oxford University Press.

Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam D. (September, 2004). Working inside the black box: assessment for learning in the classroom. Phi Delta Kappan, vol. 86, num. 1, pp. 8-21. DOI: 10.1177/003172170408600105. Retreived from: Http://

Blandéz, J. (1996). La investigación-acción: Un Reto para el Profesorado. Guía Práctica para Grupos de Tra-bajo, Seminarios y Equipos de Investigación. Zaragoza: INDE Publicaciones.

Brown, D. & Abeywickrama, P. (2010). Language assessment, principles and classroom practices. New York:

Pearson, Longman.

Burns, A. (1999). Collaborative Action-Research for English Language Teachers. Cambridge: Cambridge University Press.

Creswell, J. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. Thousand Oaks: SAGE Publications.

De Jesús, R. (Enero - Marzo, 2015). La evaluación en la enseñanza del inglés como lengua extranjera: hallazgos en la Escuela Normal de Atlacomulco. Revista de Educación y Desarrollo, num. 32, pp. 51-58. Retreived from:

Erickson, G. & Gustafsson, J. (2005). Some European Students’ and Teachers’ Views on Language Testing and Assessment. A report on a questionnaire survey. European Association of Language Testing and Assessment. Retreived from:

Ezir, E. (January, 2013). Assessment and Testing in ELT: the Difference Between Assessment and Testing. Jurnal Saintikom, vol. 12, num. 1, pp. 37-42. Retreived from:

Forbes Staff. (13 de diciembre de 2013). México se resiste a aprender inglés. 2 de junio de 2015, de Forbes México Sitio web:

Frechtling, J. (2010). The 2010 User-Friendly Handbook for Project Evaluation. Arlington: NSF. Retreived from:

Gall, J., Gall, M., & Borg, W. (2005). Applying Educational Research. A Practical Guide. Boston: Pearson.

Garrison, C. & Ehringhaus, M. (2013). Formative and Summative Assessments in the Classroom. Dover: Meas-ured Progress. Retreived from:

Gordon, E., McGill, M., Sands, D., Kalinich, K., Pellegrino, J., & Chatterji, M. (2014). Bringing formative classroom assessment to schools and making it count. Quality Assurance in Education, vol. 22, num. 4, pp. 339-352. DOI: 10.1108/qae-07-2014-0034 Retreived from:

Hamayan, E. (1995). Approaches to alternative assessment. Annual Review of Applied Linguistics, num. 15, pp. 212-226. DOI: 10.1017/S0267190500002695 Retreived from:

Hollingworth, L. (2007). Five Ways to Prepare for Standardized Tests Without Sacrificing Best Practice. The Reading Teacher, vol. 61, num. 4, pp. 339-342. Retreived from:

Hughes, A. (2003). Testing for Language Teachers. Cambridge: Cambridge University Press.

Jones, C. (2005). Assessment for Learning. Liverpool: Learning and Skills Development Agency.

Kemmis, S., & Robin, M. (1988). The Action Research Planner. Australia: Deakin University Press.

Linan-Thompson, S. (2010). Response to Instruction, English Language Learners and Disproportionate Repre-sentation: The Role of Assessment. Psicothema, vol. 22, num. 4, pp. 970-974. Retreived from:

López, A. (2010). La evaluación formativa en la enseñanza y aprendizaje del inglés. Voces y Silencios, vol. 1, num. 2. Retreived from:

Madsen, H. (1983). Techniques in Testing. New York: Oxford University Press.

Maxwell, G. (2001). Teacher Observation in Student Assessment. Brisbane: Queensland School Curriculum Council.

Mexicanos Primero. (2015). Sorry. El aprendizaje de inglés en México. México: Mexicanos Primero Visión 2030, A. C.

Moss, C. (2013). Research on Classroom Summative Assessment. At SAGE Handbook of Research on Class-room Assessment (235-255). Thousand Oaks: SAGE Publications.

Parker, P., Fleming, P., Beyerlein, S., Apple, D. & Krumsieg, K. (2001). Differentiating Assessment from Eval-uation as Continuous Improvement Tools. Proceedings-Frontiers in Education Conference, vol. 1.

Powell-Davies, P. (2011). New directions: assessment and evaluation. A collection of papers. England: British Council.

Ramírez, J. (2013). Diez años de investigación en enseñanza de lenguas extranjeras. México: Pearson Edu-cación.

Rose, S., Spinks, N. & Canboto, A. (2015). Management Research: Applying the Principles. New York: Routledge.

Thornton, J. (2009). Learning English as a second language in South Korea: Perceptions of 2nd year college and university students and their English Speaking instructors (Master’s thesis). University of Southern Queensland, Australia.

UANL. (2008). Modelo Educativo de la Universidad Autónoma de Nuevo León. Monterrey: UANL.

Wisconsin Center of Education Research. (September, 2009). WIDA Focus on Formative Assessment. Focus Bulletins, vol. 1, num. 10, pp. 1-6. Retreived from:

Waterloo Region District School Board. (2013). Assessment, Evaluation and Reporting Handbook Grades 9 to 12. Ontario: Waterloo Region District School Board.

Yoneda, M. (2012). Designing Assessment Tools: The Principles of Language Assessment. Bulletin of Mukogawa Women’s University Humanities and Social Science, vol. 60, pp. 41-49. DOI: 10.14993/00000042 Retreived from:

Enlaces refback

  • No hay ningún enlace refback.

Copyright (c) 2017 The International Education and Learning Review