Avaliação nas aulas de espanhol como língua estrangeira: o que mudou com o ensino emergencial remoto?

Abstract

This exploratory research reports our experience with assessment instruments used in Spanish classes from the curriculum of some undergraduate-degree courses in Languages at a Brazilian federal university. With the Covid-19 pandemic and the consequent new teaching – and professional – model introduced by emergency remote classes, there is a need for reflection and effective decision-making in the classroom, mainly concerning the evaluative tools used in the course. Thus, considering technological and pedagogical aspects inherent to remote teaching, the following actions were taken in our context of work: (i) abandoning the traditional “test day”; (ii) proposing process-based activities throughout the semester; (iii) readjusting grammar activities, providing a wider reflection on language teaching and grammar rules; and (iv) providing diversification of assessment activities, with the inclusion of technological tools used, primarily, in asynchronous tasks. According to our experience, such changes will still be used in hybrid and face-to-face classes, in a post-pandemic moment and there will be a greater appreciation of formative-type assessment tools. Therefore, this report contributes to the discussion of assessment and evaluation methods and tools in different educational environments, also serving as a reference to propose reflections and actions in the field.