Analysis of the conceptions of the evaluation process of teaching and learning in Spanish teachers

Authors

DOI:

https://doi.org/10.31637/epsir-2025-497

Keywords:

Formative evaluation, teachers, learning, teaching conceptions, Primary Education, Secondary Education, educational quality, Educational practices

Abstract

Introduction: This article presents the research carried out on the conceptions of evaluation in teachers of Primary and Secondary Education in Spain, and how they affected their educational practices. Method: An online questionnaire was carried out, which was answered by a randomly selected sample (n=617), made up of Primary, Compulsory Secondary and Baccalaureate Spain teachers. Results: The analysis of the results obtained shows us that there are differences in how evaluation is conceived in the different educational stages: Primary Education teachers conceive it as an irrelevant element for the teaching and learning process; while the teachers of Compulsory Secondary Education and Baccalaureate perceive it as a tool for quality and improvement of Education. Discussion: When analyzing if these conceptions correspond to the tools they use, a paradox arises between what is the evaluation and what is carried out in the day to day of the classrooms. In short, the dilemma or inconsistency arises between what is known theoretically and what is done in practice.

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Author Biographies

Benjamín Castro Martín, Centro Universitario Cardenal Cisneros (adscrito a la Universidad de Alcalá)

PhD in Education Sciences (2013), Diploma in Teaching in Music Education (2005) and degree in Psychopedagogy (2007) from the University of Alcalá de Henares (UAH, Madrid). He is currently a lecturer at the CU Cardenal Cisneros, where he is Director of the Master's Degree in Attention to Diversity and Educational Support. He teaches in the areas of Attention to Diversity and Educational Innovation in the Teaching Degrees. He is part of a working group on cooperative learning specialising in teacher training. In addition, she develops her research work in different research groups, addressing the following lines: formative assessment, educational innovation, teacher training, competence assessment, generativity and teacher identity.

Cristina Escribano Barreno, Centro Universitario Cardenal Cisneros (Adscrito a la Universidad de Alcalá de Henares)

Degree and PhD in Psychology (UCM), Extraordinary Doctorate Award. Accredited by ANECA (PCD/PUP). For several years, research contract on topics related to biological rhythms, sleep habits and performance in adolescents. Subsequently, teacher at UNIR, in the degrees in Early Childhood Education, Primary Education and in the Master in Special Education. Currently, Professor of Psychology and Education at the Cardenal Cisneros University Centre (University of Alcalá) and collaborator in Tutoring of External Practices and Master's Degree Final Projects in the Master's Degree in Attention to Diversity and Educational Support. Coordinator of the Student Guidance and Support Service. Research areas: biological rhythms, academic performance, school coexistence, assessment and positive development in children.

Isabel Silva-Lorente, Centro Universitario Cardenal Cisneros (Adscrito a la Universidad de Alcalá de Henares)

Degree in Psychology from the Universidad Autónoma de Madrid and PhD in Education from the Universidad de Alcalá. She holds an Expert Degree in Child Abuse from the UNED. She is currently a lecturer at the Cardenal Cisneros University Centre (CUCC-UAH) on the psychology and early childhood and primary education degrees. She directs the course on prevention and intervention in Child Sexual Abuse offered by the Cardenal Cisneros University Centre. She is a member of the IMECA-UAH research group, which focuses on school coexistence, and of the Child Protection research group (CUCC-UAH), which focuses on research and training in the area of child protection and good treatment of children.

Herminia Cid-García, Centro Universitario Cardenal Cisneros (Adscrito a la Universidad de Alcalá de Henares)

PhD in Pedagogy from the Complutense University of Madrid. Degree in Philosophy and Educational Sciences. Currently Professor at Centro Universitario Cardenal Cisneros (attached to the UAH) where she teaches subjects related to the area of Theory of Education. She has participated in different teacher training courses in Teachers' Associations in Valencia and Madrid on the risk of educating. He is currently a member of the learning community of schools in the Community of Madrid on ‘educational innovation pending’. She has several publications and her current lines of research focus on: the teacher's conception of the challenge of educating, practicum in teaching and educational intervention in adolescents at social risk.

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Published

2024-11-21

How to Cite

Castro Martín, B., Escribano Barreno, C., Silva-Lorente, I., & Cid-García, H. (2024). Analysis of the conceptions of the evaluation process of teaching and learning in Spanish teachers. European Public & Social Innovation Review, 10, 1–19. https://doi.org/10.31637/epsir-2025-497

Issue

Section

Education