RT info:eu-repo/semantics/bookPart
T1 The importance of formative and shared assessment systems in initial teacher education
A1 Molina Soria, Miriam
A1 López Pastor, Víctor Manuel
A1 Hortigüela Alcalá, David
A1 Fuentes Nieto, Teresa
A1 Pascual Arias, Cristina
K1 Formative Assessment, Shared Assessment, Initial Teacher Education
AB 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.
PB IGI Global
SN 9781668435373
YR 2022
FD 2022
LK https://uvadoc.uva.es/handle/10324/81397
UL https://uvadoc.uva.es/handle/10324/81397
LA eng
NO Molina Soria, M., López Pastor, V. M., Hortigüela Alcalá, D., Fuentes Nieto, T., & Pascual Arias, C. (2022). The importance of formative and shared assessment systems in initial teacher education. En J. Sánchez-Santamaría (Coord.), Formative and shared assessment to promote global university learning (pp. 188–210). IGI Global. https://doi.org/10.4018/978-1-6684-3539-7.ch010
NO Producción Científica
DS UVaDOC
RD 11-feb-2026