ABSTRACT 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.

中文翻译：

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中等教育教师的观念和评估实践之间的比较：差异多于相似（中学教育专业比较：专业知识的比较）

摘要教师的观念会影响任何教学实践，包括评估。与西班牙以前的学习阶段相比，中学阶段基于认证的重点有所增加。因此，有必要研究教师在这一阶段所具有的评估观念以及这些观念在教学实践中的作用。研究参与者包括219名中学教师。使用了包括问卷，困境和测试内容分析的混合方法。对评估的概念和所用测试的类型，自我评估和同行评估以及反馈的特征之间的关系进行了分析。老师们说他们有一个构想，但这与他们的评估方法不一致，这些评估方法的特点是很少使用自我评估和同伴评估，并且很难形成反馈。最后，我们强调了与教学相关的观念在教育系统中的相关性，以及与教师合作在教室中进行真实形成性评估的必要性，并强调观念和实践之间的一致性。