Basic education teachers' perceptions of the participation of different actors (teachers and students) involved in assessment processes
DOI:
https://doi.org/10.12795/revistafuentes.2025.27856Keywords:
formative assessment, heteroevaluation, self-assessment, co-assessment, shared assessment, primary education, secondary educationAbstract
In recent decades, there have been several investigations that value student participation in formative assessment processes, either through self-assessment, co-assessment or shared assessment. In order to analyze the teachers' perception of the frequency of use of these strategies as well as the elements that may influence a greater or lesser use of these strategies, this research seeks: (i) to know the perception of basic education teachers on the frequency with which different actors (teachers and students) participate in the assessment process in the classroom and (ii) to analyze if there are differences in the frequency of use of these strategies according to gender, educational stage, years of teaching experience, training received in assessment, training activities carried out and knowledge of the term formative assessment. A total of 713 basic education (primary education and secondary school) teachers participated. The items related to the actors involved in the assessment process of the #EvalFormEP&ESO questionnaire were used to collect information. Student's t-tests and ANOVA were used to examine the differences in the different variables analyzed. The results show higher mean values for heteroevaluation than for student participation processes. Statistically significant differences appear in some of the items studied in all the variables analyzed, highlighting those related to the educational stage and teacher training, with Primary Education teachers and those with more training being the ones who say they involve students more frequently in assessment.
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