Application of standardized english tests as a language proficiency formative assessment strategy

Abstract

      Generally, the exams applied to evaluate the language proficiency of English within the classroom are prepared by teachers and serve for summative evaluation. This document proposes the use of standardized English language tests for formative evaluation, the objectives set out are to determine the degree of reliability of using international examinations to evaluate language proficiency, to contrast the results obtained with the type of examination applied and the level expected according to the semester of studies, to present conclusions and recommendations to improve the training evaluation process. The research was carried out with students of the Bachelor of International Languages of UNICACH, Mexico, however the results obtained are important for English teachers and staff involved in educational planning, since it allows to glimpse the need to apply certification exams on a regular basis. The main findings are that much of the students obtained the same result in two different exams, it was determined that not all reach the required level according to the semester in which they are located; through formative evaluation, the student is fed back on their results and contributes to learning through the information obtained to strengthen the areas of improvement detected.