Modelo alternativo para evaluar aprendizajes en inglés como lengua extranjera

Abstract

The assessment of knowledge is an inseparable process from the teaching-learning process; This fundamental element is examined in this study through the application of the Theory of Multiple Intelligences and the use of the portfolio as a tool for an alternative assessment. The participants were first-year English students and professors who teach Integral English at the Regional Multidisciplinary Faculty of Carazo (FAREM-Carazo) of the National Autonomous University of Nicaragua, Managua (UNAN-Managua).
The objectives of this research are to analyze the impact of an application plan of the Theory of Multiple Intelligences (TMI) in the assessment of learning in the subject of Integral English and to evaluate the impact of an alternative assessment model based on the methodology of the learning portfolio. This study adopted a mixed approach, using qualitative and quantitative tools, with a predominant emphasis on the qualitative, as well as being a case study.
The results of this research were positive, as English teachers showed a genuine interest in changing the current paradigm of assessment of learning in the comprehensive English class and applying the proposal of the new assessment model. Students expressed satisfaction with the new way of assessing their learning. The implementation of this new assessment model demonstrates the impact it has on the perception of each student and teacher about the true function of learning assessment.