Questions as a Strategy in Thoughtful Assessment of Foreign Languages (English and French)
This paper is the result of an investigation that discusses the level of reflection in written exam questions from English and French professors at two Colombian universities. Through a statistical analysis, it was determined that question structure affects the development of reflective thinking in...
Guardado en:
| Autores principales: | , |
|---|---|
| Formato: | Artículo publishedVersion |
| Lenguaje: | Español |
| Publicado: |
Universidad de La Salle
2015
|
| Materias: | |
| Acceso en línea: | http://revistas.lasalle.edu.co/index.php/ap/article/view/3039 http://biblioteca.clacso.edu.ar/gsdl/cgi-bin/library.cgi?a=d&c=co/co-060&d=article3039oai |
| Aporte de: |
| Sumario: | This paper is the result of an investigation that discusses the level of reflection in written exam questions from English and French professors at two Colombian universities. Through a statistical analysis, it was determined that question structure affects the development of reflective thinking in written exams for college students. Based on the results, the goal is to provide instruments to offer guidance and support in developing questions for the written exams conducted in foreign language teaching in college and that are also applicable to every other discipline. We propose an alternative in assessment that encourages reflective thinking and the systematization of these practices by making explicit the elements that measure the dimensions of thought in learning. |
|---|