The Importance of Formative and Shared Assessment Systems in Pre-Service Teacher Education: Skills Acquisition, Academic Performance, and Advantages and Disadvantages

The Importance of Formative and Shared Assessment Systems in Pre-Service Teacher Education: Skills Acquisition, Academic Performance, and Advantages and Disadvantages

Miriam Molina Soria, Víctor Manuel López-Pastor, David Hortigüela-Alcalá, Teresa Fuentes Nieto, Cristia Pascual-Arias, Carla Fernández-Garcimartín
Copyright: © 2023 |Pages: 23
DOI: 10.4018/978-1-6684-3537-3.ch010
OnDemand:
(Individual Chapters)
Available
$37.50
Current Special Offers
No Current Special Offers
TOTAL SAVINGS: $37.50

Abstract

The main objective of the study was to analyse the results of the implementation of formative and shared assessment (F&SA) systems in pre-service teacher education (PTE) classrooms with respect to the acquisition of student competencies, their academic performance and the advantages and disadvantages of the system. It is an “ex post facto” study with a sample of 333 students of a PTE subject in a Spanish public university. The data collection instruments were: (1) a structured report of best practices in higher education (HE); and (2) an anonymous questionnaire for the assessment of the best practice experience carried out and the assessment system used. The results show that F&SA had a positive influence on the acquisition of professional competencies and on the academic performance of students and that these systems present more advantages than disadvantages.
Chapter Preview
Top

Background

This section contains a theoretical foundation on the research topic. First, a theoretical exposition is made on the concepts of F&SA, as well as on the techniques of student participation in the assessment process. Then, sections are developed on the acquisition of competencies, the influence of F&SA systems on the students' academic performance and the advantages and disadvantages of applying F&SA systems in PTE.

F&SA in PTE

Several research interventions in PTE reinforce the idea of the importance of experimenting with F&SA systems because they improve learning processes, teaching competence and the teaching-learning process (Gallardo & Carter, 2016; Hamodi & López-Pastor, 2012), and because they favour the transfer between what has been experienced in PTE and its application in the near future in early childhood and primary education classrooms (Barrientos et al., 2019; Hamodi et al., 2017; Lorente-Catalán & Kirk, 2013, 2016; Molina & López-Pastor, 2019; Palacios & López-Pastor, 2013). These assessment systems have several advantages, such as improving learning, self-regulation, autonomy, acquisition of personal and professional skills, and academic performance (Arribas, 2012; Bore-García, et al. 2021; Bores-García et al., 2020; Castejón et al., 2011; Delgado et al., 2016; Gallardo et al., 2020; Hortigüela-Alcalá et al., 2021; Hortigüela-Alcalá et al., 2019; Romero-Martín et al., 2014).

Key Terms in this Chapter

Self-Mark: Process performed by oneself on the grade one believes is deserved at the end of the course, taking into account the agreed grading criteria.

Dialogical mark: Process of dialogue between teachers and students to reach an agreed and reasoned final grade, based on the established criteria and the accumulated evidence.

Self-Assessment: Assessment of oneself.

Academic Performance: Grades obtained by students at the end of the course.

Peer-Assessment: Assessment between peers.

Formative Assessment: Assessment process aimed at improving student learning, teaching practice and the teaching-learning processes carried out.

Initial Teacher Education: Studies undertaken to train professionally as a teacher.

Shared assessment: Dialogic processes between teachers and students on the assessment process, usually based on a previous self-assessment of the students.

Complete Chapter List

Search this Book:
Reset