Analysis of assessment transformation mediated by ICTs and its effects on English language teaching during the Covid-19 Pandemic in a specific bilingual school context.

Abstract

The present study showed the emerging assessment changes derived from the COVID-19 pandemic in the context of a bilingual learning environment of a private school focused on six teachers' conceptions taken from semi structured interviews and observation rubrics in a qualitative case study. These assessment practices are presented as advantageous to generate strategies to carry out learning and teaching processes mediated by technology and using web apps, digital tools and learning management systems to transform assessment and to re-signify teachers’ practices and how many of those practices remain in the current reality of language classes. Besides, the increasing use of ICTs during the pandemic time and after, has supported assessment processes by providing useful instruments to implement new alternatives and to adapt to current students’ necessities in terms of feedback and also monitoring.