Assessment in Secondary Education, is it formative and shared? Exploring perceptions of professionals and future professionals in Education

Resumen

The aim of this research was to explore the perceptions of education professionals and future professionals on theexistence of formative assessment in secondary education. A qualitative and quantitative convergent parallel mixedmethod study was designed. The participants were 8 Secondary Education teachers who collaborate as tutorsin the Teaching Master’s Degree at the Spanish public university.and who took part in a focus group, and 60pre-service students who were completing a practicum in schools for this same Master’s Degree and who answereda questionnaire. The results showed a great diversity in perceptions of the implementation of formativeassessment. However, the use of summative assessment seemed to be perceived as predominant in the high schoolsstudied, as well as performance tests and examinations. In conclusion, these means of assessment are stillconsolidated by traditionalist conceptions, both of teachers and of students and families, that are limiting the progressof formative assessment in schools, while innovating and engaged teachers try to foment their implementation.