Percepción de los futuros docentes sobre los sistemas de evaluación de sus aprendizajes

Abstract

This paper is aimed at analysing the students’ perception on assessment and grading systems, instruments and techniques used in Teacher Education (TE). In order to determine the current situation for this assessment in TE a questionnaire containing four subscales was developed with a high reliability degree. Data obtained are applied to a simple of 635 students from 7 different colleges and analysed with both descriptive and inferential statistics using single-factor ANOVA. The outcomes show that assessing practices oriented towards learning are still minority practices in TE. On the other hand, the existence of so many significant differences between Primary Teacher Education and Secondary Teacher Education is worrisome. The analyses also suggest there are few subjects containing assessing styles oriented towards learning, although they include very varied and rich strategies.