TORRES, Danny. Social representations among teachers on social media-mediated formative assessment. []. , 22, 2, pp.255-268. ISSN 0123-3432.  https://doi.org/10.17533/udea.ikala.v22n02a06.

This research report accounts for teachers' social representations regarding formative assessment practices via social media at Colombo-Americano Institute in Bogotá. This inquiry aims at building some sense of the pedagogical implications and reflections of this assessment perspective. Regarding methodological issues, a grounded theory study was accurate under the qualitative research logic; the interpretative nature of this approach allowed to have a full scope of the social reality framed by teachers. Thus, findings suggest representations of different order, accepting and dismissing this inclusion in their teaching practices. Results also evidence the need to reshape a non-instrumental insight of social networks usage, and democratize evaluation tasks online.

: Formative assessment; social networks; social representations; TEFL..

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