Las prácticas evaluativas y la concepción de la evaluación del profesorado de francés como lengua extranjera

Abstract

This quantitative research was carried out with 84 French teachers of elementary and secondary grades in Costa Rica. Its objective is to describe the evaluative practices used when teaching French as a foreign language. We specifically proposed to identify the designs of French teaching staff evaluations as well as documenting the methods and tools of assessment employed by this group of teachers. The tool for gathering this data was an online questionnaire. The main results indicate that the teaching staff have a traditional conception of assessment: tools used to evaluate students are exams, daily classwork and homework. Teaching staff base their evaluations on the objectives and content of their courses. They mostly employ collective oral feedback. For this group of teachers assessment is a practice performed individually.