Assessment competence according to teachers: a survey conducted with preschool and first-cycle teachers in four comprehensive schools in Tuscany
In most cases, teachers greet the changes in the regulations concerning the assessment of learning with diffidence. Either because they perceive them as external provisions taken on by the government, or because these changes introduce firm elements of discontinuity in well-established teaching prac...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
University of Bologna
2022-12-01
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| Series: | Ricerche di Pedagogia e Didattica |
| Subjects: | |
| Online Access: | https://rpd.unibo.it/article/view/15517 |
| _version_ | 1828089125487509504 |
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| author | David Martinez Maireles Davide Capperucci |
| author_facet | David Martinez Maireles Davide Capperucci |
| author_sort | David Martinez Maireles |
| collection | DOAJ |
| description | In most cases, teachers greet the changes in the regulations concerning the assessment of learning with diffidence. Either because they perceive them as external provisions taken on by the government, or because these changes introduce firm elements of discontinuity in well-established teaching practices. This paper presents an exploratory study on teachers' perceptions of assessment and related practices, conducted with a group of preschools and “primo ciclo” schools in Tuscany. The data collected following the administration of the ActEval questionnaire (Quesada et al., 2013) show a low perception of teachers' competence in the use of innovative approaches to assessment, especially with regard to pupils' involvement in the assessment process and the implementation of formative assessment strategies. A critical analysis of the results identifies in-service training as the most effective tool for increasing teachers' evaluation skills and practices to be implemented in ordinary teaching. |
| first_indexed | 2024-04-11T05:34:18Z |
| format | Article |
| id | doaj.art-0620517b079443c0a138f45f78bf5a47 |
| institution | Directory Open Access Journal |
| issn | 1970-2221 |
| language | English |
| last_indexed | 2024-04-11T05:34:18Z |
| publishDate | 2022-12-01 |
| publisher | University of Bologna |
| record_format | Article |
| series | Ricerche di Pedagogia e Didattica |
| spelling | doaj.art-0620517b079443c0a138f45f78bf5a472022-12-22T13:43:31ZengUniversity of BolognaRicerche di Pedagogia e Didattica1970-22212022-12-01173578510.6092/issn.1970-2221/1551713858Assessment competence according to teachers: a survey conducted with preschool and first-cycle teachers in four comprehensive schools in TuscanyDavid Martinez Maireles0https://orcid.org/0000-0003-1142-6608Davide Capperucci1Università di FirenzeUniversità di FirenzeIn most cases, teachers greet the changes in the regulations concerning the assessment of learning with diffidence. Either because they perceive them as external provisions taken on by the government, or because these changes introduce firm elements of discontinuity in well-established teaching practices. This paper presents an exploratory study on teachers' perceptions of assessment and related practices, conducted with a group of preschools and “primo ciclo” schools in Tuscany. The data collected following the administration of the ActEval questionnaire (Quesada et al., 2013) show a low perception of teachers' competence in the use of innovative approaches to assessment, especially with regard to pupils' involvement in the assessment process and the implementation of formative assessment strategies. A critical analysis of the results identifies in-service training as the most effective tool for increasing teachers' evaluation skills and practices to be implemented in ordinary teaching.https://rpd.unibo.it/article/view/15517assessment competenceassessment trainingteacher competenceassessment practices |
| spellingShingle | David Martinez Maireles Davide Capperucci Assessment competence according to teachers: a survey conducted with preschool and first-cycle teachers in four comprehensive schools in Tuscany Ricerche di Pedagogia e Didattica assessment competence assessment training teacher competence assessment practices |
| title | Assessment competence according to teachers: a survey conducted with preschool and first-cycle teachers in four comprehensive schools in Tuscany |
| title_full | Assessment competence according to teachers: a survey conducted with preschool and first-cycle teachers in four comprehensive schools in Tuscany |
| title_fullStr | Assessment competence according to teachers: a survey conducted with preschool and first-cycle teachers in four comprehensive schools in Tuscany |
| title_full_unstemmed | Assessment competence according to teachers: a survey conducted with preschool and first-cycle teachers in four comprehensive schools in Tuscany |
| title_short | Assessment competence according to teachers: a survey conducted with preschool and first-cycle teachers in four comprehensive schools in Tuscany |
| title_sort | assessment competence according to teachers a survey conducted with preschool and first cycle teachers in four comprehensive schools in tuscany |
| topic | assessment competence assessment training teacher competence assessment practices |
| url | https://rpd.unibo.it/article/view/15517 |
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