PERCEPTION OF ENGLISH LANGUAGE SKILLS AMONG STUDENTS DURING EVALUATION
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Abstract
This article presents an analysis of the findings regarding the perception of evaluation, considering three key actors in this process: students, teachers, and evaluation methodologies used in the English component. The study aimed to understand the perception of a specific group of third-semester students in the Commercial Business Administration program, regarding the evaluation activities, instruments, and dynamics implemented in the English class.
The data were obtained using three fundamental actors in the process: the opinions and perceptions of the students regarding the ways they are evaluated, five evaluation methods used in English classes as measurement parameters, and reflections of the teachers on their evaluative practices and comparison of the forms, methodologies, and didactics used to evaluate the learning process.
One of the relevant conclusions drawn from the research is the widespread conception of resistance that exists, with a strong relationship between high grades in reflective evaluation and the evaluation strategies applied by teachers. Students also have a general perception of the evaluation of their professional formation process.
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