Using Boardgames as Classroom-based Assessment in TBLT in State-funded Schools in Chile: an exploratory discussion Article Sidebar pdf Publicado jul 21, 2023 Esta obra está bajo licencia internacional Creative Commons Reconocimiento-NoComercial-SinObrasDerivadas 4.0. Main Article Content Bruno Paulo Peralta González Article Details Número Núm. 52 (2023) Sección Artículos Cómo citar Peralta, B. (2023). Using Boardgames as Classroom-based Assessment in TBLT in State-funded Schools in Chile: an exploratory discussion. Contextos: Estudios De Humanidades Y Ciencias Sociales, (52), 38-62. Recuperado a partir de http://revistas.umce.cl/index.php/contextos/article/view/2180 Formatos de citación ACM ACS APA ABNT Chicago Harvard IEEE MLA Turabian Vancouver estadisticas Descargas La descarga de datos todavía no está disponible. Resumen Assessment and education have a close relation within a country’s system, as it is shown in Chile by a dominating neoliberal policy (Gysling, 2015), which permeates the way education is perceived and realized, through control and manipulation (Fulcher, 2010). Because of this, large-scale testing has a clear advantage and influence, as opposed to classroom-based assessment (CBA). However, this large-scale testing view has ignored what is produced and done in a classroom, as the results of large-scale testing do not necessarily represent an EFL classroom (Turner, 2012). In this case, the need for research and development of CBA is required. Consequently, due to their nature, boardgames are proposed as an appropriate tool that can help teachers promote CBA, support task-based language teaching (TBLT), and provide valuable feedback, which is a key component in CBA. Palabras clave enseñanza del inglés evaluación formativa evaluación formativa basada en el aula aprendizaje basado a tareas juegos de mesa
