Avaliação baseada em tarefas: subsídios para a formação continuada de professores de línguas

Ana Lúcia Ferreira de Morais; Vanessa Borges-Almeida

doi:10.14393/DLv18a2024-15

Authors

Ana Lúcia Ferreira de Morais Secretaria de Estado de Educação do Distrito Federal/CIL 1 de Brasília https://orcid.org/0000-0001-9536-8657
Vanessa Borges-Almeida UnB https://orcid.org/0000-0003-0502-5162

DOI:

https://doi.org/10.14393/DLv18a2024-15

Keywords:

Task, Assessment, Assessment literacy, Language teaching

Abstract

This article has the objective of discussing characteristics of task-based assessment in foreign language learning contexts to identify teachers’ assessment literacy needs. It reports the results of a case study conducted in a public language center that had recently adopted a task-based assessment methodology. It is based on the literature on task-based language teaching (Willis; Willis, 2007; Ellis, 2000; Janowska, 2014), performance assessment (McNamara, 1996; Coombe, 2018) and assessment for/as learning (Black et al., 2003; Brookhart, 2013; Carless, 2007; Coombe; Folse; Hubley, 2007; Earl, 2013). Three teachers who taught different proficiency levels at school participated in the research. Data were collected through class observations, field notes, interviews, and document analysis. All the assessment instruments used by the participants were analyzed for their characteristics, and the procedures they employed were observed during the total amount of classes taught in the period of one school semester. Results indicate the use of very few tasks, a lack of authenticity, and the provision of essentially corrective feedback. As a result, they allow us to assert the need for investment in language teachers’ assessment literacy so that they can refine their knowledge about tasks and improve their assessment practices, in order to develop practices which are, not only more valid and reliable, but also which have greater potential to promote learning.

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Author Biographies

Ana Lúcia Ferreira de Morais, Secretaria de Estado de Educação do Distrito Federal/CIL 1 de Brasília

Ana Lúcia holds a degree in Letters from the University of Brasília (2003), pecialization in English language teaching methodology from the University of São Luís do Jaboticabal (2007) and a Master's degree in Applied Linguistics from the University of Brasília (2022). She has worked as an English language teacher at the Interscholastic Language Center of Brazlândia - DF since 2003, and, as of 2023, she has worked at the Interscholastic Center 1 in Brasília. She is interested in the following areas: assignments, task-based and task-supported language teaching and learning, literacy for assignment use and design, assessment, and assessment literacy.

Vanessa Borges-Almeida, UnB

Vanessa Borges de Almeida holds a PhD in Linguistic Studies from UNESP São José do Rio Preto and is an associate professor at the University of Brasilia, working in the undergraduate courses in Languages - English and in the Graduate Program in Applied Linguistics. He is the leader of the "Study and Research Group on Language Teacher Education and Assessment (GEPEPLA)" and also a research member of the group "Teaching-learning of Foreign Languages: Beliefs, Constructs and Competencies (Enaple-CCC)". She is editor-in-chief of the Horizontes Journal of Applied Linguistics and a member of the Deliberative Council of the Laboratory of Revision and Editing of Periodicals (Labore) of the Institute of Letters of UnB. She was coordinator of the Bachelor's Degree in Letters - English in the 2018-2019 biennium. Her main research interests are language learning-oriented assessment, language teacher training, assessment literacy, and foreign language teaching-learning through assignments and design

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