Comparison between conceptions and assessment practices among secondary education teachersmore differences than similarities

  1. Javier Fernández-Ruiz
  2. Ernesto Panadero
Revista:
Journal for the Study of Education and Development, Infancia y Aprendizaje

ISSN: 0210-3702,  1578-4126

Año de publicación: 2020

Volumen: 43

Número: 2

Páginas: 309-346

Tipo: Artículo

DOI: 10.1080/02103702.2020.1722414 DIALNET GOOGLE SCHOLAR

Otras publicaciones en: Journal for the Study of Education and Development, Infancia y Aprendizaje

Objetivos de desarrollo sostenible

Resumen

Teachers’ conceptions can affect any teaching practice, including assessment. Compared with the previous learning stages in Spain, the accreditation-based focus increases in secondary education. Therefore, it is necessary to study the conceptions teachers have of assessment during this stage and the role these play in their teaching practices. The study participants comprised 219 secondary education teachers. A mixed methodology including a questionnaire, dilemmas and the analysis of test contents was used. An analysis was implemented of the relationship between the conceptions of assessment and the type of tests used, self-assessment and peer assessment, and characteristics of feedback. The teachers reported having a formative conception, but this was incoherent with their assessment methods characterized by a scarce use of self-assessment and peer assessment and a hardly formative feedback. In conclusion, we highlight the relevance of the teaching-related conceptions in the education system and the need for working jointly with teachers to implement an authentically formative assessment in the classroom, with an emphasis on consistency between conceptions and practices.

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