Comparison between conceptions and assessment practices among secondary education teachers: more differences than similarities (Comparación entre concepciones y prácticas de evaluación en profesores de Educación Secundaria: más diferencias que semejanzas)
Restricted accessResearch articleFirst published online May, 2020
Comparison between conceptions and assessment practices among secondary education teachers: more differences than similarities (Comparación entre concepciones y prácticas de evaluación en profesores de Educación Secundaria: más diferencias que semejanzas)
Teachers’ conceptions can affect any teaching practice, including assessment. Compared with the previous learning stages in Spain, the accreditation-based focus increases in secondary education. Therefore, it is necessary to study the conceptions teachers have of assessment during this stage and the role these play in their teaching practices. The study participants comprised 219 secondary education teachers. A mixed methodology including a questionnaire, dilemmas and the analysis of test contents was used. An analysis was implemented of the relationship between the conceptions of assessment and the type of tests used, self-assessment and peer assessment, and characteristics of feedback. The teachers reported having a formative conception, but this was incoherent with their assessment methods characterized by a scarce use of self-assessment and peer assessment and a hardly formative feedback. In conclusion, we highlight the relevance of the teaching-related conceptions in the education system and the need for working jointly with teachers to implement an authentically formative assessment in the classroom, with an emphasis on consistency between conceptions and practices.
Get full access to this article
View all access options for this article.
References
1.
AbadF. J.OleaJ.PonsodaV.GarcíaC. (2011). Medición en ciencias del comportamiento y de la salud. Madrid: Editorial Síntesis.
2.
Alonso-TapiaJ.Villa-ArocenaJ. L. (1996). ¿Cómo se Evalúa el Aprendizaje en Enseñanzas Medias?Revista de Ciencias de La Educación, 168, 473–503.
3.
AmarantiM. (2010). Concepciones y prácticas de retroalimentación de los profesores de lenguaje y comunicación de primer año de educación media: Investigación cualitativa con estudio de caso. In Congreso Iberoamericano de Educación (pp. 0–22). Buenos Aires, Argentina.
4.
BlackP.WiliamD. (1998). Inside the black box: Raising standards through classroom assessment. London: Department of Education and Professional Studies, King’s College London.
5.
BlackP.WiliamD. (2003). “In praise of educational research”: Formative assessment. British Educational Research Journal, 29, 623–637.
6.
BlackP.WiliamD. (2005). Lessons from around the world: How policies, politics and cultures constrain and afford assessment practices. The Curriculum Journal, 16, 249–261.
7.
BlackP.WiliamD. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21, 5–31.
8.
Brown, G. (2009). Teachers' self-reported assessment practices and conceptions: Using structural equation modelling to examine measurement and structural models. In T. Teo & M. S. Khine (Eds.), Structural equation modelling in educational research: Concepts and applications (pp. 243–266). Rotterdam: Sense Publishers.
9.
BrownG. T.LakeR.MattersG. (2009). Assessment policy and practice effects on New Zealand and Queensland teachers’ conceptions of teaching. Journal of Education for Teaching, 35, 61–75.
10.
BrownG. T. L. (2002). Teachers’ conceptions of assessment (Doctoral dissertation). University of Auckland, Auckland, NZ.
11.
BrownG. T. L. (2007, December). Teachers’ conceptions of assessment: Comparing measurement models for primary & secondary teachers in New Zealand. Annual conference of the New Zealand Association for Research in Education, Christchurch, NZ.
12.
BrownG. T. L.HarrisL. R. (2013). Student self-assessment. In McMillanJ. (Ed.), The SAGE handbook of research on classroom assessment (pp. 367–393). Thousand Oaks, CA: SAGE.
13.
CastejónJ. L.MartinezM. A. (2001). The personal constructs of expert and novice teachers concerning the teacher function in the Spanish educational reform. Learning and Instruction, 11, 113–131.
14.
CollC.OnrubiaJ. (1999). Evaluación de los aprendizajes y atención a la diversidad. In C. Coll (Coord.), Psicología de la Instrucción: la enseñanza y el aprendizaje en la Educación Secundaria (pp. 141–168). Barcelona: Horsori/ICE de la Universitat de Barcelona.
15.
CollC.RemesalA. (2009). Concepciones del profesorado de matemáticas acerca de las funciones de la evaluación del aprendizaje en la educación obligatoria. Infancia y Aprendizaje, 32, 391–404.
16.
ErenA. (2010). Consonance and dissonance between Turkish prospective teachers’ values and practices: Conceptions about teaching, learning, and assessment. Australian Journal of Teacher Education, 35(3), 27–48.
GómezV.GuerraP. (2012). Teorías implícitas respecto a la enseñanza y el aprendizaje: ¿Existen diferencias entre profesores en ejercicio y estudiantes de pedagogía?Estudios Pedagógicos, 38(1), 25–43.
19.
GoodenoughW. H. (1990). Evolution of the human capacity for beliefs. American Anthropologist, 92, 597–612.
20.
HattieJ. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
21.
HattieJ.TimperleyH. (2007). The power of feedback. Review of Educational Research, 77, 81–112.
22.
KahnE. A. (2000). A case study of assessment in a grade 10 English course. The Journal of Educational Research, 93, 276–286. doi:10.1080/0022067000959871910.1080/00220670009598719
23.
KatzI.KaplanA.GuetaG. (2009). Students’ needs, teachers’ support, and motivation for doing homework: A cross-sectional study. The Journal of Experimental Education, 78, 246–267.
24.
LabordaJ. G. (2012). Presentación. De la Selectividad a la Prueba de Acceso a la Universidad: Pasado, presente y un futuro no muy lejano. Revista de Educación, 357, 17–28.
25.
MartínE.MateosM.MartínezP.CerviJ.PecharrománA.VillalónR. (2006). Las concepciones de los profesores de educación primaria sobre la enseñanza y el aprendizaje. In PozoJ.I.ScheuerN.Pérez EcheverríaM. P.MateosM.MartínE.de la CruzM. (Eds.), Nuevas formas de pensar la enseñanza y el aprendizaje (pp. 171–187). Barcelona: Graó.
26.
MonereoC.CastellóM.DuranD.GómezI. (2009). Las bases psicoeducativas del proyecto PISA como guía para el cambio en las concepciones y prácticas del profesorado de secundaria. Infancia y Aprendizaje, 32, 421–447.
27.
MonereoC.WeiseC.ÁlvarezI. (2013). Cambiar la identidad docente en la universidad. Formación basada en incidentes dramatizados. Infancia y Aprendizaje, 36, 323–340.
28.
NicolD. J.Macfarlane-DickD. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31, 199–218.
29.
NúñezJ. C.SuárezN.RosárioP.VallejoG.CerezoR.ValleA. (2015). Teachers’ feedback on homework, homework-related behaviors, and academic achievement. The Journal of Educational Research, 108, 204–216.
30.
PajaresM. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307–332.
31.
PanaderoE.Alonso-TapiaJ. (2013). Revisión sobre autoevaluación educativa: Evidencia empírica de su implementación a través de la autocalificación sin criterios de evaluación, rúbricas y guiones. Revista de Investigación en Educación, 11, 172–197.
32.
PanaderoE.BrownG.CourtneyM. (2014). Teachers’ reasons for using self-assessment: A survey self-report of Spanish teachers. Assessment in Education: Principles, Policy & Practice, 21, 365–383.
33.
PanaderoE.BrownG. T. L. (2017). Teachers’ reasons for using peer assessment: Positive experience predicts use. European Journal of Psychology of Education, 1–24. doi:10.1007/s10212-015-0282-5
34.
Panadero, E., Fraile, J., Fernández Ruiz, J., Castilla-Estévez, D., & Ruiz, M. A. (2019). Spanish university assessment practices: Examination tradition with diversity by faculty. Assessment & Evaluation in Higher Education, 44, 379–397.
35.
PanaderoE.JonssonA.BotellaJ. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74–98.
36.
Quesada-SerraV.Rodríguez-GómezG.Ibarra-SáizM.S. (2016). What are we missing? Spanish lecturers’ perceptions of their assessment practices. Innovations in Education and Teaching International, 53, 48–59.
37.
RemesalA. (2007). Educational reform and primary and secondary teachers’ conceptions of assessment: The Spanish instance, building upon Black and Wiliam. The Curriculum Journal, 18, 27–38.
38.
RemesalA. (2009). Spanish student teachers’ conceptions of assessment when starting their career. Symposium: Perceptions and conceptions of assessment in the classroom: Different national perspectives. 13th conference of the European Association for Research in Learning and Instruction, Amsterdam.
39.
RemesalA. (2011). Primary and secondary teachers’ conceptions of assessment: A qualitative study. Teaching and teacher education, 27, 472–482.
40.
RemesalA.BrownG.T.L. (2015). Conceptions of assessment when the teaching context and learner population matter: Compulsory school versus non-compulsory adult education contexts. European Journal of Psychology of Education, 30, 331–347.
41.
Rodríguez-GómezG.Ibarra-SáizM. S.García-JiménezE. (2013). Autoevaluación, evaluación entre iguales y coevaluación: Conceptualización y práctica en las universidades españolas. Revista de Investigación en Educación, 11, 198–210.
42.
SadlerD. R. (2009). Transforming holistic assessment and grading into a vehicle for complex learning. In JoughinG. (Ed.), Assessment, learning and judgement in higher education (pp. 1–19). Dordrecht: Springer.
43.
StobartG. (2008). Testing times: The uses and abuses of assessment. London: Routledge.
44.
WiliamD.ThompsonM. (2007). Integrating assessment with instruction: What will it take to make it work? In DwyerC. A. (Ed.), The future of assessment: Shaping teaching and learning (pp. 53–82). Mahwah, NJ: Erlbaum.
