Assessment in secondary education, is it formative and shared? exploring perceptions of professionals and future professionals in education
Resumen: The aim of this research was to explore the perceptions of education professionals and future professionals on the existence of formative assessment in secondary education. A qualitative and quantitative convergent parallel mixed method study was designed. The participants were 8 Secondary Education teachers who collaborate as tutors in the Teaching Master’s Degree at the Spanish public university and who took part in a focus group, and 60
pre-service students who were completing a practicum in schools for this same Master’s Degree and who answered a questionnaire. The results showed a great diversity in perceptions of the implementation of formative assessment. However, the use of summative assessment seemed to be perceived as predominant in the high schools studied, as well as performance tests and examinations. In conclusion, these means of assessment are still consolidated by traditionalist conceptions, both of teachers and of students and families, that are limiting the progress of formative assessment in schools, while innovating and engaged teachers try to foment their implementation.

Idioma: Inglés
DOI: 10.12800/ccd.v18i55.1956
Año: 2023
Publicado en: Cultura, Ciencia y Deporte 18, 55 (2023), 191-213
ISSN: 1696-5043

Financiación: info:eu-repo/grantAgreement/ES/MCIN/RTI2018--093292-B-I00
Tipo y forma: Article (Published version)
Área (Departamento): Área Didáctica Expres.Corporal (Dpto. Expres.Music.Plást.Corp.)
Área (Departamento): Área Didáctica Ciencias Exper. (Dpto. Didácticas Específicas)

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Exportado de SIDERAL (2023-08-30-10:59:56)

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 Record created 2023-03-23, last modified 2023-08-30

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