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This article reports on part of an evaluative investigation of the academic processes of a Foreign Languages Teacher Education Program. The study focuses on analyzing assessment practices carried out by teachers in English and French courses and the perceptions students and professors have about these practices. Focus groups were implemented for collecting perspectives from teachers and students. Results show that assessment practices are heterogeneous which is due not only to factors identified in literature but also due to important factors depending on particular situations of a public higher education institution in Colombia. Findings are useful for the self-assessment of language programs in order to improve the curriculum. Key words : assessment practices, evaluation of competences, testing, evaluative research ResumenPracticas evaluativas en el componente de ingles y frances de un programa de licenciatura en lenguas extranjeras Este articulo es parte de los resultados de una investigacion evaluativa que tuvo por objeto de estudio los procesos academicos de una licenciatura en lenguas extranjeras. El estudio se centra en el analisis de las practicas de evaluacion desarrolladas por los profesores en los cursos de ingles y de frances y las percepciones de estudiantes y profesores sobre dichas practicas. Los resultados

Assessment Practices in the English and French Component of a Foreign Languages Teacher Education Program