RT info:eu-repo/semantics/article
T1 If I experience formative assessment whilst at University will I put it into practice later as a teacher? Formative and shared assessment in Initial Teacher Education (ITE).
A1 Hamodi Galán, Carolina Martina
A1 López Pastor, Víctor Manuel
A1 López Pastor, Ana Teresa
AB The aim of this article is to analyse whether having experience of formative assessment during their initial teacher education courses (ITE) influences graduates’ subsequent practice as teachers. That is, if the assessment methods that university students are subject to during their learning process are then actually employed by them during their professional practice as schoolteachers. To address this issue, questionnaires were issued and focus groups were held with a sample of ITE graduates. The main results of the study are that: (1) formative and shared assessment (FSA) is not used a great deal during ITE, but is highly valued; (2) some graduates have implemented FSA in their practice as teachers, following their experience on their ITE course; and (3) significant variables are found regarding the implementation of FSA in schools (possible resistance from colleagues and/or pupils’ parents, etc.).
YR 2017
FD 2017
LK http://uvadoc.uva.es/handle/10324/44611
UL http://uvadoc.uva.es/handle/10324/44611
LA eng
NO Hamodi, C., López, V. M., y López, A. T. (2017). If I experience formative assessment whilst at University will I put it into practice later as a teacher? Formative and shared assessment in Initial Teacher Education (ITE). European Journal of Teacher Education, (40)2, 171-190. https://doi.org/10.1080/02619768.2017.1281909
NO Producción Científica
DS UVaDOC
RD 02-may-2024