Dialogic reflexivity: A collaborative assessment in english language teaching
DOI:
https://doi.org/10.18222/eae.v36.11474Keywords:
Learning Assessment, Language Teaching, DecolonialityAbstract
Based on the observation of the predominance of traditional and colonial assessment theories, practices, and policies in English language teaching, this article aims to explore other possibilities grounded in decolonial perspectives of critical applied linguistics in Brazil. In a collaborative autoethnographic action research project, an alternative assessment approach was developed in two pre-intermediate English classes within the UTFPR Idiomas project over the course of one semester. This study reports on this experience and proposes the possibility of understanding assessment as dialogic reflexivity, emphasizing the importance of learner involvement not only in the assessment process itself but also in discussions about the complexities of language and assessment.
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