<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-4870</journal-id>
<journal-title><![CDATA[Folios]]></journal-title>
<abbrev-journal-title><![CDATA[Folios]]></abbrev-journal-title>
<issn>0123-4870</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica Nacional ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-48702021000200169</article-id>
<article-id pub-id-type="doi">10.17227/folios.54-11498</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Perceptions and Beliefs of EFL Students Regarding Classroom Assessment at a Colombian University]]></article-title>
<article-title xml:lang="es"><![CDATA[Percepciones y creencias de estudiantes del programa LLE sobre los métodos de evaluación en una universidad colombiana]]></article-title>
<article-title xml:lang="pt"><![CDATA[Percepções e crenças dos alunos de ILE sobre a avaliação em sala de aula em uma universidade colombian]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Herrera Mosquera]]></surname>
<given-names><![CDATA[Leonardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González Meléndez]]></surname>
<given-names><![CDATA[Ósmar David]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Surcolombiana  ]]></institution>
<addr-line><![CDATA[Neiva ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Aspaen La Fragua  ]]></institution>
<addr-line><![CDATA[Neiva ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<numero>54</numero>
<fpage>169</fpage>
<lpage>186</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-48702021000200169&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-48702021000200169&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-48702021000200169&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The higher education institution, where the present study is conducted, proposes in its school handbook that a formative and democratic learning assessment approach should prevail in all academic activities. In the English as a Foreign Language Teacher Education Program at this university, eighty percent of students' grades come from summative testing, and the teachers are the ones who regularly make the decisions regarding any assessment criteria. That is, the formative and democratic components are not present in the process. To delve deeper into these aspects, we have inquired students on their perceptions and beliefs concerning classroom assessment and suggestions to improve the process. A small-scale qualitative research study was conducted with 49 participants. The data collected through questionnaires, focus-group interviews, and narratives allowed us to organize the findings according to three emerging categories: students' perceptions of assessment as Assessment of Learning (AOL), Assessment for Learning (AFL), and suggestions for improving the overall language evaluation process. The different concepts provided by the participants go from believing that classroom evaluation constitutes a procedure to elicit rote reproduction to that of perceiving it as an opportunity to enhance students' formation. Actions for improving assessment go from particular procedural aspects to those related to a more general approach.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las Instituciones de Educación Superior, objeto del presente artículo de investigación, propone que en todas las actividades académicas prevalece un enfoque de evaluación formativo y democrático, tal como se estipula en el manual de convivencia. En el caso del Programa de Licenciatura en Lengua Extranjera de esta universidad, el ochenta por ciento de las notas de los estudiantes proviene de evaluaciones sumativas y los docentes son quienes normalmente toman las decisiones relacionadas con procesos evaluativos; es decir, los componentes formativos y democráticos no parecen estar presentes en el proceso. Para revisar un poco más en profundidad estos aspectos, decidimos preguntarles a los estudiantes sobre sus percepciones y creencias acerca de la evaluación implementada, donde nos ofrecieron sugerencias que permitan cualificar el proceso. De esta forma, se desarrolló un estudio cualitativo a pequeña escala con 49 estudiantes, donde los datos fueron recopilados a través de cuestionarios, entrevistas focales y narrativas, herramientas que permitieron organizar los resultados en tres categorías emergentes: percepciones de los estudiantes sobre evaluación del aprendizaje (AOL, por sus siglas en inglés), sobre evaluación para el aprendizaje (AFL, por sus siglas en inglés) y sugerencias para mejorar el proceso de evaluación. Los diferentes conceptos proporcionados por los participantes van desde la concepción de evaluación como un procedimiento que suscita la reproducción memorística hasta la percepción de este proceso como una oportunidad para fortalecer la formación de los estudiantes. Finalmente, las acciones para mejorar el proceso evaluativo van desde aspectos procedimentales particulares hasta aquellos relacionados con un enfoque de evaluación más general.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A instituição de ensino superior, na qual o presente estudo é desenvolvido, propõe em seu manual escolar que a abordagem formativa e democrática de avaliação da aprendizagem deve prevalecer em todas as atividades acadêmicas. No Programa de Formação de Professores de Inglês como Língua Estrangeira desta universidade, oitenta por cento das notas dos alunos vêm de testes somativos e os professores são os que regularmente tomam as decisões sobre os critérios de avaliação. Ou seja, os componentes formativo e democrático não estão aparentemente presentes no processo. Para aprofundar esses aspectos, questionamos os alunos sobre suas percepções e crenças em relação à avaliação em sala de aula e sugestões para melhorar o processo. Uma pesquisa qualitativa de pequena escala foi conduzida com 49 participantes. Os dados coletados por meio de questionários, entrevistas de grupos focais e narrativas nos permitiram organizar os resultados segundo três categorias emergentes: as percepções dos alunos sobre a avaliação como Avaliação da aprendizagem, Avaliação para a aprendizagem e sugestões para melhorar processo geral de avaliação da linguagem. Os diferentes conceitos fornecidos pelos participantes vão desde acreditar que a avaliação em sala de aula constitui um procedimento para eliciar a reprodução mecânica até percebê-la como uma oportunidade para potencializar a formação dos alunos. As ações para melhorar a avaliação vão desde aspectos processuais particulares até aqueles relacionados a uma abordagem mais geral.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[assessment for learning (AFL)]]></kwd>
<kwd lng="en"><![CDATA[assessment of learning (AOL)]]></kwd>
<kwd lng="en"><![CDATA[classroom assessment]]></kwd>
<kwd lng="en"><![CDATA[democratic assessment]]></kwd>
<kwd lng="en"><![CDATA[formative assessment]]></kwd>
<kwd lng="es"><![CDATA[evaluación para el aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[evaluación del aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[evaluación en el aula]]></kwd>
<kwd lng="es"><![CDATA[evaluación democrática]]></kwd>
<kwd lng="es"><![CDATA[evaluación formativa]]></kwd>
<kwd lng="pt"><![CDATA[avaliação para a aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[avaliação da aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[avaliação em sala de aula]]></kwd>
<kwd lng="pt"><![CDATA[avaliação democrática]]></kwd>
<kwd lng="pt"><![CDATA[avaliação formativa]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<page-range>18-40</page-range><publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
