Effectiveness of Learning Assessment Activities and Instruments in the English Language

Abstract

Assessment of learning in a second language is a systematic process that requires identifying which tools and strategies should be considered to generate meaningful results in bilingual education. An essential part of this process is that teachers can recognize and design activities and instruments that assess the necessary competencies in the English language, while students perceive these tools as accurate and coherent.

The main objective of the study was to understand opinions regarding the effectiveness levels of evaluation activities and instruments in English language learning. To achieve this, 111 students of the English Language Bachelor’s program and 15 specialist teachers were interviewed, sharing their assessments and experiences in the evaluation process, including selection, design, implementation, and feedback.

The results showed that the most significant activities in evaluation processes are presentations (27%), exams (14%), and projects (15%). Regarding the most effective instruments, rubrics (45%) and knowledge tests (26%) stand out for assessing competencies across different areas and skills in the English language.