What is formative assessment? Conceptualisation and level of knowledge of basic education teachers
For educational research and practice, it is vital to identify how much teachers believe they know about formative assessment, as well as their ideas of the concept. However, there has been little research in this area. Therefore, this research aims to: (1) analyse teachers’ perceived level of knowl...
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| Format: | Article |
| Language: | English |
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Universidad Internacional de La Rioja (UNIR)
2025-01-01
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| Series: | Revista Española de Pedagogía |
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| Online Access: | https://www.revistadepedagogia.org/rep/vol83/iss290/13/ |
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| author | Maite Zubillaga-Olague Laura Cañadas Jesús Manso |
| author_facet | Maite Zubillaga-Olague Laura Cañadas Jesús Manso |
| author_sort | Maite Zubillaga-Olague |
| collection | DOAJ |
| description | For educational research and practice, it is vital to identify how much teachers believe they know about formative assessment, as well as their ideas of the concept. However, there has been little research in this area. Therefore, this research aims to: (1) analyse teachers’ perceived level of knowledge of the concept formative assessment, establishing whether there are statistically significant differences according to the educational level at which they teach, the training in assessment they have received, the number of training activities on assessment they have completed, and their years of teaching experience; and (2) to analyse teachers’ theoretical conception of formative assessment. A mixed design was used with 713 teachers from primary education (39.1%) and secondary education (60.9%). The #EvalFormEPESO questionnaire was used to collect information. Specifically, the item about the level of knowledge of the concept formative assessment and an open-ended question requesting its definition. The results show statistically significant differences in the level of knowledge of the concept formative assessment depending on the variables studied. Moreover, the definitions teachers provided show incomplete or erroneous conceptions. |
| format | Article |
| id | doaj-art-ec49f631bf6b43ef87b5427e1e48bcf0 |
| institution | Kabale University |
| issn | 0034-9461 2174-0909 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Universidad Internacional de La Rioja (UNIR) |
| record_format | Article |
| series | Revista Española de Pedagogía |
| spelling | doaj-art-ec49f631bf6b43ef87b5427e1e48bcf02025-02-05T11:51:14ZengUniversidad Internacional de La Rioja (UNIR)Revista Española de Pedagogía0034-94612174-09092025-01-018329024125710.22550/2174-0909.4154What is formative assessment? Conceptualisation and level of knowledge of basic education teachersMaite Zubillaga-Olague0https://orcid.org/0000-0003-0924-1583Laura Cañadas1https://orcid.org/0000-0003-4179-9018Jesús Manso2https://orcid.org/0000-0003-1557-3242Universidad Autónoma de MadridUniversidad Autónoma de MadridUniversidad Autónoma de MadridFor educational research and practice, it is vital to identify how much teachers believe they know about formative assessment, as well as their ideas of the concept. However, there has been little research in this area. Therefore, this research aims to: (1) analyse teachers’ perceived level of knowledge of the concept formative assessment, establishing whether there are statistically significant differences according to the educational level at which they teach, the training in assessment they have received, the number of training activities on assessment they have completed, and their years of teaching experience; and (2) to analyse teachers’ theoretical conception of formative assessment. A mixed design was used with 713 teachers from primary education (39.1%) and secondary education (60.9%). The #EvalFormEPESO questionnaire was used to collect information. Specifically, the item about the level of knowledge of the concept formative assessment and an open-ended question requesting its definition. The results show statistically significant differences in the level of knowledge of the concept formative assessment depending on the variables studied. Moreover, the definitions teachers provided show incomplete or erroneous conceptions.https://www.revistadepedagogia.org/rep/vol83/iss290/13/formative assessmentconceptualisationdefinitiontrainingknowledgeteachersbasic education |
| spellingShingle | Maite Zubillaga-Olague Laura Cañadas Jesús Manso What is formative assessment? Conceptualisation and level of knowledge of basic education teachers Revista Española de Pedagogía formative assessment conceptualisation definition training knowledge teachers basic education |
| title | What is formative assessment? Conceptualisation and level of knowledge of basic education teachers |
| title_full | What is formative assessment? Conceptualisation and level of knowledge of basic education teachers |
| title_fullStr | What is formative assessment? Conceptualisation and level of knowledge of basic education teachers |
| title_full_unstemmed | What is formative assessment? Conceptualisation and level of knowledge of basic education teachers |
| title_short | What is formative assessment? Conceptualisation and level of knowledge of basic education teachers |
| title_sort | what is formative assessment conceptualisation and level of knowledge of basic education teachers |
| topic | formative assessment conceptualisation definition training knowledge teachers basic education |
| url | https://www.revistadepedagogia.org/rep/vol83/iss290/13/ |
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