Perception of Impact of Formative Assessment on Professional Competences During Initial Teacher Training

Perception of Impact of Formative Assessment on Professional Competences During Initial Teacher Training

This study aims to assess the perception of the impact of innovative formative assessment experiences on competence development, and determine whether differences exist in competence development from one academic year to the next. A total of 40 university-level formative assessment experiences were...

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Autores principales: Cañadas, Laura, Santos-Pastor, María Luisa, Ruiz Bravo, Patricia
Format: Online
Jezik:spa
Izdano: Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2021
Online dostop:https://redie.uabc.mx/redie/article/view/2982
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spelling redie-article-29822024-05-08T20:20:47Z Perception of Impact of Formative Assessment on Professional Competences During Initial Teacher Training Percepción del impacto de la evaluación formativa en las competencias profesionales durante la formación inicial del profesorado Cañadas, Laura Santos-Pastor, María Luisa Ruiz Bravo, Patricia evaluación formativa enseñanza superior formación inicial formative assessment higher education preservice teacher education This study aims to assess the perception of the impact of innovative formative assessment experiences on competence development, and determine whether differences exist in competence development from one academic year to the next. A total of 40 university-level formative assessment experiences were taken into account, and a pre-validated questionnaire including three competence scales was completed by students before and after the formative assessment experience. Only 10 of the 45 competences studied exhibited no significant differences between the initial and final evaluation and no significant differences were recorded in perceived competence development between one academic year and the next. Esta investigación busca valorar la percepción del impacto que tiene la implementación de experiencias innovadoras de evaluación formativa en el desarrollo de las competencias, así como analizar si existen diferencias en el desarrollo de éstas entre un curso académico y otro. Se contó con 40 experiencias de evaluación formativa en la etapa universitaria. Se empleó un cuestionario con tres escalas de competencias previamente validado que era cumplimentado por el alumnado antes y después de la experiencia de evaluación formativa. De las 45 competencias estudiadas sólo 10 no presentan diferencias significativas entre la valoración final y la inicial; además, no se registran diferencias significativas en la percepción de desarrollo de las competencias estudiadas entre un curso académico y otro. Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2021-04-21 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf text/xml https://redie.uabc.mx/redie/article/view/2982 10.24320/redie.2021.23.e07.2982 Revista Electrónica de Investigación Educativa; Vol. 23 (2021); 1 - 13 Revista Electrónica de Investigación Educativa; Vol. 23 (2021); 1 - 13 1607-4041 spa https://redie.uabc.mx/redie/article/view/2982/2087 https://redie.uabc.mx/redie/article/view/2982/2088 https://redie.uabc.mx/redie/article/view/2982/2093 Derechos de autor 2021 Laura Cañadas, María Luisa Santos-Pastor, Patricia Ruiz Bravo https://creativecommons.org/licenses/by-nc/4.0
institution REDIE
collection OJS
language spa
format Online
author Cañadas, Laura
Santos-Pastor, María Luisa
Ruiz Bravo, Patricia
spellingShingle Cañadas, Laura
Santos-Pastor, María Luisa
Ruiz Bravo, Patricia
Perception of Impact of Formative Assessment on Professional Competences During Initial Teacher Training
author_facet Cañadas, Laura
Santos-Pastor, María Luisa
Ruiz Bravo, Patricia
author_sort Cañadas, Laura
title Perception of Impact of Formative Assessment on Professional Competences During Initial Teacher Training
title_short Perception of Impact of Formative Assessment on Professional Competences During Initial Teacher Training
title_full Perception of Impact of Formative Assessment on Professional Competences During Initial Teacher Training
title_fullStr Perception of Impact of Formative Assessment on Professional Competences During Initial Teacher Training
title_full_unstemmed Perception of Impact of Formative Assessment on Professional Competences During Initial Teacher Training
title_sort perception of impact of formative assessment on professional competences during initial teacher training
description This study aims to assess the perception of the impact of innovative formative assessment experiences on competence development, and determine whether differences exist in competence development from one academic year to the next. A total of 40 university-level formative assessment experiences were taken into account, and a pre-validated questionnaire including three competence scales was completed by students before and after the formative assessment experience. Only 10 of the 45 competences studied exhibited no significant differences between the initial and final evaluation and no significant differences were recorded in perceived competence development between one academic year and the next.
publisher Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publishDate 2021
url https://redie.uabc.mx/redie/article/view/2982
_version_ 1798984260977164288

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