Formative assessment strategies. Basic education teachers’ perception
Article Sidebar
Main Article Content
Abstract
Formative assessment is a key component of the teaching-learning process, as it allows us to adjust teaching practice according to the needs of students and to promote meaningful learning. Its research takes on special relevance due to the strong pedagogical influence it exerts on the optimization of educational quality. For this reason, it is necessary to know the teachers' perception of the degree of application of certain strategies. Thus, this research seeks: (i) to know the perception of basic education teachers on the frequency with which they develop different strategies linked to formative assessment in the classroom; and (ii) to analyze whether there are differences in the frequency of use of these strategies according to gender, educational stage in which they teach, years of teaching experience, training received in assessment, number of training activities carried out and knowledge of the term formative assessment. A cross-sectional, comparative, quantitative research was carried out with 713 basic education teachers. The items on the use of strategies linked to formative assessment from the #EvalFormEPESO questionnaire were used. Differences between the variables studied were analyzed using Student's t-tests and ANOVA. The results show that the use of the strategies analyzed is above the mean values of the scale. Moreover, statistically significant differences appear depending on the variables studied, which show that these are influential in the degree of use of these strategies. The conclusion is that there is a need to strengthen teacher training and promote inclusive practices for a coherent and equitable application of formative assessment in basic education.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authorship: The list of authors signing must include only those people who have contributed intellectually to the development of the work. Collaboration in the collection of data is not, by itself, a sufficient criterion of authorship. "Alteridad" declines any responsibility for possible conflicts arising from the authorship of the works that are published.Copyright: The Salesian Polytechnic University preserves the copyrights of the published articles, and favors and allows their reuse under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Ecuador license. They may be copied, used, disseminated, transmitted and publicly displayed, provided that: i) the authorship and the original source of their publication (journal, editorial and work URL) are cited; (Ii) are not used for commercial purposes; Iii) mention the existence and specifications of this license.
References
Alkharusi, H. (2011). Teachers’ classroom assessment skills: influence of gender, subject area, grade level, teaching experience and in-service assessment training. Journal of Turkish Science Education, 8(2), 39-48.
American Psychological Association (2010). Publication manual of the American Psychological Association, 6th Ed. American Psychological Association
Andersson, C., & Palm, T. (2018). Reasons for teachers’ successful development of a formative assessment practice thought professional development- a motivation perspective. Assessment in Education: Principles, Policy & Practice, 25(6), 576-597. https://doi.org/10.1080/0969594X.2018.1430685
Berisha, F., Vula, E., Gisewhite, R. & McDuffie, H. (2024). The effectiveness and challenges of implementing a formative assessment professional development program. Teacher Development. An international Journal of Teachers Professional development, 28(1), 19-43. https://doi.org/10.1080/13664530.2023.2210533
Cai, Y., Yang, M. & Yao, J. (2022). More is not always better: the nonlinear relationship between formative assessment strategies and reading achievement. Assessment in education, principles, policy & practice, 29(6), 711-728. https://doi.org/10.1080/0969594X.2022.2158304
Cañadas, L. (2023). Contribution of formative assessment for developing teaching competences in teacher education. European Journal of Teacher Education, 46(3), 516-532. https://doi.org/10.1080/02619768.2021.1950684
Casanova, MªA. (2021). La historia interminable: una nueva ley y otra vez a vueltas con la evaluación. Avances en Supervisión Educativa. Revista de la Asociación de Inspectores de Educación de España, 36(1), 1-6. https://doi.org/10.23824/ase.v0i36.737
Chazi-Nacimba, F.G., Bastidas-Guerrero, J.D., Del Rocío Hurtado-Mora, M. & Chugchilán-Fauta, Mª R. (2024). Formative assessment strategies in higher education: impact on the right to education and knowledge retention. International Journal of Religion, 11(5), 6662-6675. https://doi.org/10.61707/6tt06882
Dayal, C. (2021). How teachers use formative assessment strategies during teaching: evidence from the classroom. Australian Journal of Teacher Education, 56(7), 1-22. http://dx.doi.org/10.14221/ajte.2021v46n7.1
Enu, J. (2021). Factors affecting teacher educators’ adoption of formative assessment strategies in the mathematics classroom. Journal of Education and Learning (EduLearn), 15(4), 483-489.
https://doi.org/10.11591/edulearn.v15i4.20341
Goertzen, L., Schils, T. & Heeneman, S. (2023). Co-desing formative assessment practices: a collaboration between elementary school teachers and researchers to conceptualize and implement formative assessment as a unified practice. Teaching and Teacher Education, 134. https://doi.org/10.1016/j.tate.2023.104306
Grob, R., Holmeier, M. & Labudde, P. (2019). Analyzing formal formative assessment activities in the context of inquiry at primary and upper secondary school in Switzerland. International Journal of Science Education, 1-21. https://doi.org/10.1080/09500693.2019.1663453
Jawad, A.H. (2020). Examination of Iraqi teachers’ attitudes, intentions, and practices regarding formative assessment. International Journal of Language Testing, 10(2), 145-166.
Kanjee, A. (2020). Exploring primary school teachers use of formative assessment across fee and no fee-schools. South African Journal of Childhood Education, 10(1), 1-13. https://doi.org/10.4102/sajce.v10i1.824
Kaur, K. (2022). Formative assessment in English language teaching: exploring the enactment practices of teacher within three primary schools in Singapore. Asia Pacific Journal of Education, 41(4), 695-710. https://doi.org/10.1080/02188791.2021.1997707
Kruiper, S.M., Martijn, J.M., Leenknecht. & Slof, B. (2022). Using scaffolding strategies to improve formative assessment practice in higher education. Assessment & Evaluation in Higher Education, 47(3), 458-476. https://doi.org/10.1080/02602938.2021.1927981
Molina, M. & López-Pastor, V. (2019). ¿Evalúo cómo me evaluaron en la facultad? Transferencia de la evaluación formativa y compartida vivida durante la formación inicial del profesorado a la práctica como docente. Revista Iberoamericana de Evaluación Educativa, 12(1), 85-101. https://doi.org/10.15366/riee2019.12.1.005
Sanmartí, N. (2023). El reto de la participación del alumnado en la evaluación. Participación educativa, 77-89.
Van der Linden, J., Van der Vleuten, C., Nieuwenhuis, L. & Van Schlit-Mol, T. (2023). Formative Use of Assessment to Foster Self-Regulated Learning: The Alignment of Teacher Conceptions and Classroom Assessment Practices. Journal of Formative Desing in learning, 7, 195-207. https://doi.org/10.1007/s41686-023-00082-8
Wiliam, D. & Leahy, S. (2015). Embedding formative assessment: Practical techniques for K-12 classrooms. West Palm Beach, FL: Learning Sciences International.
Yan, Z., Chiu, M.M. & Cheng, E.C. (2022). Predicting Teachers Formative Assessment Practices: Teacher Personal and Contextual Factors. Teaching and Teacher education, 114(5), 1-13. https://doi.org/10.1016/j.tate.2022.103718
Zubillaga-Olague, M., Cañadas, L. & Manso, J. (2025a). ¿Qué es la evaluación formativa? Conceptualización y grado del conocimiento del profesorado de educación básica. Revista Española de Pedagogía, 83(290), 241-257. https://doi.org/10.22550/2174-0909.4154
Zubillaga-Olague, M., Cañadas, L. & Manso, J. (2025b). Procesos de evaluación formativa en Educación Básica. Una Revisión Sistemática. Revista de Educación, XXX (XX), XX-XX. https://doi.org/10.4438/1988-592X-RE-2025-408-678