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.

Vista sencilla de ítem
dc.contributor.advisorLopez Urbina, Johanna Patricia
dc.contributor.authorMora, Camilo Esneider
dc.contributor.authorSáenz Clavijo, Blanca Milena
dc.contributor.authorTrujillo Morales, Gladys Johana
dc.contributor.corporatenameUniversidad Santo Tomásspa
dc.contributor.cvlachttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000121541
dc.contributor.cvlachttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001934919
dc.contributor.cvlachttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001874034
dc.contributor.cvlachttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001932480
dc.contributor.googlescholarhttps://scholar.google.com/citations?hl=es&user=NJSBNuoAAAAJ
dc.contributor.googlescholarhttps://scholar.google.com/citations?hl=es&user=iD94AJwAAAAJ
dc.contributor.orcidhttps://orcid.org/0000-0002-1293-8042
dc.contributor.orcidhttps://orcid.org/0000-0003-2356-9729
dc.contributor.orcidhttps://orcid.org/0000-0001-7358-0315
dc.contributor.orcidhttps://orcid.org/0000-0002-7158-116X
dc.date.accessioned2023-01-18T16:58:27Z
dc.date.available2023-01-18T16:58:27Z
dc.date.issued2023-01-18
dc.descriptionEl presente estudio mostró los cambios evaluativos emergentes derivados de la pandemia de COVID-19 en el contexto de un ambiente de aprendizaje bilingüe de un colegio privado enfocado en seis concepciones docentes extraídas de entrevistas semiestructuradas y rúbricas de observación en un estudio de caso cualitativo. Estas prácticas de evaluación se presentan como ventajosas para generar estrategias para llevar a cabo procesos de enseñanza y aprendizaje mediados por tecnología y utilizando aplicaciones web, herramientas digitales y sistemas de gestión de aprendizaje para transformar la evaluación, resignificar las prácticas de los docentes y cuántas de esas prácticas permanecen en la realidad actual de las clases de idiomas. Además, el creciente uso de las TIC durante y después de la pandemia, ha apoyado los procesos de evaluación al brindar instrumentos útiles para implementar nuevas alternativas y adaptarse a las necesidades actuales de los estudiantes en términos de retroalimentación y también de seguimiento.spa
dc.description.abstractThe 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.spa
dc.description.degreelevelMaestríaspa
dc.description.degreenameMagíster en Educaciónspa
dc.format.mimetypeapplication/pdf
dc.identifier.citationMora Camilo, Sáenz Blanca, y Trujillo Gladys. (2022). 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. [Universidad Santo Tomás, Universidad Santo Tomás]. Repositorio Institucional. .spa
dc.identifier.instnameinstname:Universidad Santo Tomásspa
dc.identifier.reponamereponame:Repositorio Institucional Universidad Santo Tomásspa
dc.identifier.repourlrepourl:https://repository.usta.edu.cospa
dc.identifier.urihttp://hdl.handle.net/11634/48615
dc.language.isospa
dc.publisherUniversidad Santo Tomásspa
dc.publisher.branchCRAI-USTA Bogotáspa
dc.publisher.facultyFacultad Educaciónspa
dc.publisher.programMaestría Educaciónspa
dc.relation.referencesAndriivna, B. O., Vasylivna, K. O., Pavlivna, K. O., & Mykhaylivna, S. V. (2020). Using distance EdTech for remote foreign language teaching during the COVID-19 lockdown in Ukraine. Arab World English Journal: Special Issue on English in Ukrainian Context, 4–15.spa
dc.relation.referencesBasri, N. (2022). Students’ learning performance with traditional assessment and portfolio assessment in English class. In the National Seminar of Pendidikan Bahasa Inggris (English Language Education) (Pp. 245-251).spa
dc.relation.referencesBlundell, C. (2021). Teacher use of digital technologies for school-based assessment: a scoping review. Assessment in Education: Principles, Policy & Practice, 28:3, 279-300, DOI: 10.1080/0969594X.2021.1929828spa
dc.relation.referencesBrown, J. (2020). English Teaching and the use of ICT: English teachers’ experiences of the use of ICT during the corona pandemic. Umea University. https://www.diva-portal.org/smash/get/diva2:1530751/FULLTEXT01.pdfspa
dc.relation.referencesCreswell, J. (2014). Research Design Qualitative, Quantitative and Mixed Methods Approaches. (4th ed. p. 32, 232). Thousand Oaks, California: SAGE Publications.spa
dc.relation.referencesÇiftçi, E., & Savaş, P. (2018). The role of telecollaboration in language and intercultural learning: A synthesis of studies published between 2010 and 2015. ReCALL, 30(3), 278-298. doi:10.1017/S0958344017000313spa
dc.relation.referencesDawadi, Saraswati. (2020). Thematic Analysis Approach: A Step-by-Step Guide for ELT Research Practitioners. Journal of NELTA. 1. 71.spa
dc.relation.referencesDedja, M. (2015). ICT in Foreign Language Teaching and Learning: Benefits and Challenges. European Journal of Language and Literature, 1(2), 42–47. https://doi.org/10.26417/ejls.v2i1.p42-47spa
dc.relation.referencesDíaz, A et al. (2021). The Education System of Colombia. In: Jornitz, S., Parreira do Amaral, M. (eds) The Education Systems of the Americas. Global Education Systems. Springer, Cham. https://doi-org.crai-ustadigital.usantotomas.edu.co/10.1007/978-3-030-41651-5_5spa
dc.relation.referencesFitri, Y., & Putro, N. H. (2021, March). EFL teachers’ perception of the effectiveness of ICT-ELT integration during the COVID-19 pandemic. In International Conference on Educational Sciences and Teacher Profession (ICETeP 2020) (pp. 502-508). Atlantis Press.spa
dc.relation.referencesGambo, Y., & Shakir, M.Z. Review on self-regulated learning in smart learning environments. Smart Learn. Environ. 8, 12 (2021). https://doi.org/10.1186/s40561-021-00157-spa
dc.relation.referencesGhanbari, N., & Nowroozi, S. (2021). The practice of online assessment in an EFL context amidst COVID-19 pandemic: views from teachers. Lang Test Asia 11, 27. https://doi-org.crai-ustadigital.usantotomas.edu.co/10.1186/s40468-021-00143-4spa
dc.relation.referencesKitchen, H et al. (2019), OECD Reviews of Evaluation and Assessment in Education: students assessment in Turkey, OECD Reviews of Evaluation and Assessment in Education, OECD Publishing, Paris, https://doi.org/10.1787/5edc0abe-en Klenowski, V., & Wyatt-Smith, C. (2013). Assessment for education: Standards, judgment, and moderation. Sage.spa
dc.relation.referencesLapan, S. et.al (2012), Qualitative Research: an introduction to methods and designs. Jossey Bass publishing.1st ed.spa
dc.relation.referencesMcMillan, J. H. (2013). Why we need research on classroom assessment. In McMillan, J. H. (Ed.), SAGE handbook of research on classroom assessment (pp. 3–16). SAGE Publications. http://dx.doi.org.crai-ustadigital.usantotomas.edu.co/10.4135/9781452218649spa
dc.relation.referencesMeccawy, Z., Meccawy, M. & Alsobhi, A. Assessment in ‘survival mode’: student and faculty perceptions of online assessment practices in HE during Covid-19 pandemic. Int J Educ Integr 17, 16 (2021). https://doi-org.crai-ustadigital.usantotomas.edu.co/10.1007/s40979-021-00083-9spa
dc.relation.referencesPolisca, E., Stollhans, S., Bardot, R., & Rollet, C. (2022). How Covid-19 has changed language assessments in higher education: a practitioners’ view. In C. Hampton & S. Salin (Eds), Innovative language teaching and learning at university: facilitating transition from and to higher education (pp. 81-91). Research-publishing.net. https://doi.org/10.14705/rpnet.2022.56.1375spa
dc.relation.referencesRashid, A. (2014). Teachers’ Perceptions towards Virtual Learning Environment. https://www.sciencedirect.com/science/article/pii/S0191491X1100014spa
dc.relation.referencesRodríguez, S., & Araque, D. (2019). Maestría en Ambientes Bilingües de Aprendizaje, estudio de pertinencia. DOI https://doi.org/10.15332/dt.inv.2021.01748 Scott D. (2017) Learning Environments. In: Education Systems and Learners. Palgrave Macmillan, London. https://doi-org.crai-ustadigital.usantotomas.edu.co/10.1057/978-1-137-59884-4_4spa
dc.relation.referencesShanks, G. & Bekmamedova, N. (2018). Case study research in information systems. In Williamson, K. & Johanson, G. (Eds.) Research methods: information, systems, and contexts (2 ed., pp. 193-208) Chandos Publishing. doi:10.1016/B978-0-08-102220-7.00007-8spa
dc.relation.referencesSepulveda-Escobar, P., & Morrison, A. (2020). Online teaching placement during the COVID-19 pandemic in Chile: Challenges and opportunities. European Journal of Teacher Education, 43(4), 587–607. https://doi.org/10.1080/02619768.2020.1820981spa
dc.rightsAtribución-NoComercial-SinDerivadas 2.5 Colombia
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2spa
dc.rights.localAbierto (Texto Completo)spa
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/2.5/co/
dc.subject.keywordassessmentspa
dc.subject.keywordICTsspa
dc.subject.keywordfeedbackspa
dc.subject.keywordlanguage learning environmentspa
dc.subject.lembAmbientes Bilingües de aprendizajespa
dc.subject.lembAprendizaje - Enseñanzaspa
dc.subject.lembTICspa
dc.subject.proposalevaluaciónspa
dc.subject.proposalTICsspa
dc.subject.proposalretroalimentaciónspa
dc.subject.proposalambientes de aprendizaje de lenguaspa
dc.titleAnalysis of assessment transformation mediated by ICTs and its effects on English language teaching during the Covid-19 Pandemic in a specific bilingual school context.spa
dc.typemaster thesis
dc.type.coarhttp://purl.org/coar/resource_type/c_bdcc
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.driveinfo:eu-repo/semantics/masterThesis
dc.type.localTesis de maestríaspa
dc.type.versioninfo:eu-repo/semantics/acceptedVersion

Archivos

Bloque original

Mostrando 1 - 3 de 3
Miniatura
Nombre:
2023gladystrujillo.pdf
Tamaño:
1.57 MB
Formato:
Adobe Portable Document Format
Descripción:
Trabajo de grado
Descargar
Miniatura
Nombre:
cartaaprobaciónfacultad.pdf
Tamaño:
109.11 KB
Formato:
Adobe Portable Document Format
Descripción:
Carta de aprobación de facultad
Descargar
Miniatura
Nombre:
cartaautorizaciónautor.pdf
Tamaño:
266.26 KB
Formato:
Adobe Portable Document Format
Descripción:
Carta autorización autor
Descargar

Bloque de licencias

Mostrando 1 - 1 de 1
Miniatura
Nombre:
license.txt
Tamaño:
807 B
Formato:
Item-specific license agreed upon to submission
Descripción:
Descargar

Colecciones

Maestría Ambientes Bilingües de Aprendizaje