2026-05-05T20:51:56Zhttps://uvadoc.uva.es/oai/request

oai:uvadoc.uva.es:10324/786402025-10-14T19:01:03Zcom_10324_1142com_10324_931com_10324_894col_10324_1258

The effect of assessment procedures in the development of competences during initial teacher education: A systematic review Aparicio Herguedas, José Luis Navarro Asencio, Enrique Competence assessment has been one of the most crucial aspects in initial teacher training in the context of the European Higher Education Area (EHEA). It has implied a change in teachers’ approaches to teaching and learning and is based on different assessment procedures for their training. In order to discover the effect of the assessment procedures applied to the training of competences in teachers, the present study examines research along these lines and in this context published between 2010 and 2021 in international high-impact journals. A total of 1,772 articles have been reviewed, 17 of which were included after the application of the inclusion criteria established according to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) Statement. The results demonstrate the use of assessment procedures based on applied means, strategies and tools in order to train pre-service teachers in cross-cutting teaching competences. However, in the majority of the studies analysed, the effectiveness of these procedures is empirically based on the self-perception of those involved and not so much on experimental studies. We advocate the latter due to their value in terms of cause and effect. 2025-10-14T17:52:24Z 2025-10-14T17:52:24Z 2023 info:eu-repo/semantics/article Journal of Technology and Science Education, Mayo, 2023, vol. 13, n.3, p. 807-822 https://uvadoc.uva.es/handle/10324/78640 10.3926/jotse.2085 807 3 822 Journal of Technology and Science Education 13 2013-6374 spa info:eu-repo/semantics/openAccess SI