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Being evaluated through tasks such as letter writing brings attention to how grammar-centered language assessments in teacher education may prioritize forms of language use that do not necessarily reflect how language is used in the real world.

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Educational institutions should put their students’ social and economical status first when it comes to requesting standardized exams’ as these should be affordable and accessible for them, knowing that most of the times it is a requirement when entering working life. This can be seen as a phenomenon that is not only inherent to institutions but also e tensile to other actors of the assessment practice.

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The legitimacy of an assessment often takes shape not solely through its technical design, but through the immediate judgments learners form about whether its tasks genuinely represent what they understand as relevant learning. However, teachers may not fully incorporate these student-centered considerations into test design, given the complexity involved in anticipating and integrating multiple perceptual dimensions into a single assessment instrument.

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En la evaluación de ensayos argumentativos con temas completamente abiertos, la confiabilidad se pone en duda por la subjetividad del docente, ya que sus sesgos, como su interés personal en el tema, su conocimiento (o desconocimiento) sobre este, y la desconfianza frente a la posible intervención de la IA influye en la asignación de la nota, comprometiendo la equidad del proceso de evaluación, ya que la calificación debe ser un proceso mecánico y lineal.

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The ways in which future language teachers are assessed during their training can shape how they later understand teaching, learning, and evaluation in their own classrooms, because assessment not only measures their performance but also models what counts as successful language learning and influences the practices they may reproduce with their own students.

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Institutions that educate future teachers should consider a type ofvalidation for tests administered to student-teachers that looks into the particular socialand cultural impact of such tests, and the effect in their professional lives