<?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>1657-0790</journal-id>
<journal-title><![CDATA[Profile: Issues in Teachers' Professional Development.]]></journal-title>
<abbrev-journal-title><![CDATA[profile]]></abbrev-journal-title>
<issn>1657-0790</issn>
<publisher>
<publisher-name><![CDATA[Departamento de Lenguas Extranjeras, Universidad Nacional de Colombia.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1657-07902024000100097</article-id>
<article-id pub-id-type="doi">10.15446/profile.v26n1.106384</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Examining the Assessment Practices of Foreign Language Novice Teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[Investigación de las prácticas de evaluación de profesores principiantes de lenguas extranjeras]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Parra]]></surname>
<given-names><![CDATA[Gabriel Cote]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López]]></surname>
<given-names><![CDATA[Alexis A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Pamplona  ]]></institution>
<addr-line><![CDATA[Pamplona ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Educational Testing Service  ]]></institution>
<addr-line><![CDATA[Princeton ]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>26</volume>
<numero>1</numero>
<fpage>97</fpage>
<lpage>113</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1657-07902024000100097&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1657-07902024000100097&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1657-07902024000100097&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper reports a mixed-methods study at a public university in Colombia. It describes the classroom assessment practices and challenges of 75 novice foreign language teachers. To gather the quantitative data, the participants completed an online survey. For the qualitative data, 11 key informants participated in one-on-one online interviews. Findings revealed that novice teachers predominantly used summative assessment in the classroom and aligned their assessment instruments to large-scale tests. Moreover, novice teachers faced many challenges with classroom assessment, including determining how to assess their students, developing assessment instruments, and interpreting and using assessment scores to inform teaching and learning. In conclusion, novice teachers need more knowledge, skills, and support to handle daily assessment-related tasks.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta un estudio de métodos mixtos, desarrollado en una universidad pública de Colombia, que describe las prácticas y desafíos de evaluación en el aula de 75 profesores principiantes. Para la recolección de información cuantitativa, se utilizó un cuestionario en línea y, para la información cualitativa, se usó una entrevista en línea con once docentes. Los resultados muestran que los participantes utilizaron predominantemente la evaluación sumativa y alinearon sus instrumentos con evaluaciones a gran escala. Además, se evidenció que los participantes enfrentaron muchos desafíos para evaluar a sus estudiantes, desarrollar instrumentos de evaluación, e interpretar y usar puntajes de evaluación para informar la enseñanza y el aprendizaje. En conclusión, los participantes necesitan más conocimientos, habilidades y apoyo para afrontar las tareas diarias relacionadas con la evaluación.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[classroom assessment challenges]]></kwd>
<kwd lng="en"><![CDATA[classroom assessment practices]]></kwd>
<kwd lng="en"><![CDATA[novice foreign language teachers]]></kwd>
<kwd lng="es"><![CDATA[desafíos de la evaluación en el aula]]></kwd>
<kwd lng="es"><![CDATA[prácticas de evaluación en el aula]]></kwd>
<kwd lng="es"><![CDATA[profesores principiantes de lenguas extranjeras]]></kwd>
</kwd-group>
</article-meta>
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