Reliable assessment in EFL: challenges and pedagogical strategies for Higher Education Evaluación confiable en inglés como Lengua Extranjera: retos y estrategias pedagógicas para Educación Superior

Abstract

This article examines the challenges associated with reliably assessing the skills acquired in English as a Foreign Language (EFL) among university students. Through a review of formative and summative assessment practices, it explores the pedagogical implications of these methodologies in developing key competencies such as writing, speaking, and listening comprehension. Additionally, innovative strategies are proposed to overcome current limitations in assessment, highlighting approaches that integrate digital technologies and participatory techniques. The findings aim to contribute to the design of more effective and equitable assessment practices in higher education contexts.