Analysis of the conceptions of the evaluation process of teaching and learning in Spanish teachers
DOI:
https://doi.org/10.31637/epsir-2025-497Keywords:
Formative evaluation, teachers, learning, teaching conceptions, Primary Education, Secondary Education, educational quality, Educational practicesAbstract
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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