Las concepciones que orientan las practicas evaluativas de los profesores: Un problema a develar

Translated title of the contribution: Teachers' conceptions that inform their assessment practices: A problem to be disclosed

Marcia Prieto, Gloria Contreras

Research output: Contribution to journalArticlepeer-review

20 Scopus citations

Abstract

School assessment has turned into an important issue to be analysed. A growing amount of evidence has diclosed the fact that its direction and practices are not favouring students learning but rather obstructing it. This paper develops an analitical review of findings reported in some national and international studies dealing with teachers beliefs about their meanings of assessment. Special attention has been given to Mathematics and Literacy primary teachers beliefs, mostly because of the subsecuent long lasting effects in students. On the bases of the reported evidences it is concluded the necessity of researching and disclosing teachers ideas about assessment, so as to bring out the impact of their beliefs in their their practices, taking into account the critical repercussions in the students school itinerary.

Translated title of the contributionTeachers' conceptions that inform their assessment practices: A problem to be disclosed
Original languageSpanish
Pages (from-to)245-262
Number of pages18
JournalEstudios Pedagogicos
Volume34
Issue number2
StatePublished - 2008
Externally publishedYes

Fingerprint

Dive into the research topics of 'Teachers' conceptions that inform their assessment practices: A problem to be disclosed'. Together they form a unique fingerprint.

Cite this