Palabras clave:

Assement, teaching, students, tests


Assessment tends to be associated with students and learners; however, the term assessment encompasses both teachers and students. To understand the purpose of language assessment instruments, it is key to look for the designers and their preferences. This research aims to characterize 209 assessment instruments created by English teachers. This is a non-experimental and descriptive study that analyzes the types of instruments, the educational level, the language systems and skills, and the type and number of items. Two of the most important findings are related to the preferences Chilean English teachers have towards traditional assessment and the tendency to assess vocabulary and grammar; besides, the participants’ preference for tests and fill-in-the gap items.


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Biografía del autor/a

Claudio DÍaz Larenas, Universidad de Concepción, Concepción, Chile.

Facultad de Educación, Departamento de Currículum e Instrucción

Alan Felipe Jara Díaz, Universidad de Concepción, Concepción, Chile.

Facultad de Educación, Departamento de Currículum e Instrucción

Yesenia Ester Rosales Orellana, Universidad de Concepción, Concepción, Chile.

Facultad de Educación, Departamento de Currículum e Instrucción

María José Sanhueza Villalón, Universidad de Concepción, Concepción, Chile.

Facultad de Educación, Departamento de Currículum e Instrucción


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2021-02-10 — Actualizado el 2021-12-01

Cómo citar

DÍaz Larenas, C., Jara Díaz, A. F., Rosales Orellana, Y. E., & Sanhueza Villalón, M. J. (2021). CHARACTERIZING ENGLISH ASSESSMENT INSTRUMENTS: AN OVERVIEW OF THEIR DESIGN. Chakiñan, Revista De Ciencias Sociales Y Humanidades, (15), 80–96.