ABSTRACT

The employment of formative assessment during teacher education contributes to the development of competencies of future educators and promotes their assessment competence. Thus, the aim of this research is to explore graduates working as teachers and their impressions about the assessment practices during teacher education and how they contribute to competence development; it also aims to analyse university teachers’ subjective beliefs about this process as a basis for recommendations regarding its use during this period. We examined four Spanish graduates teaching in primary and secondary schools and three university teachers. Information was collected through semi-structured interviews, non-participant observations, and documentary analysis. We found that formative assessment during teacher education will contribute to the development of teaching competences if it is performed with clear criteria known to students and evidence is collected throughout the training period, giving proper feedback on the students’ performance and promoting their participation in the assessment process.

摘要

在教师教育过程中采用形成性评估有助于未来教育工作者的能力发展并提高他们的评估能力。因此，本研究的目的是探讨作为教师的毕业生以及他们对教师教育期间评估实践的印象以及他们如何为能力发展做出贡献；它还旨在分析大学教师对此过程的主观信念，作为在此期间使用该过程的建议的基础。我们调查了四名在中小学任教的西班牙毕业生和三名大学教师。通过半结构化访谈、非参与者观察和文献分析收集信息。