Longitudinal study on the effects of the development of Formative and Shared Assessment in Pre-Service Teacher Education

Abstract

The aim of this study is to verify the results of the Formative and Shared Assessment system (advantages and disadvantages of the system, students’ academic performance and the workload of teachers and students). It is an ex-post-facto longitudinal study in the same cohort of Pre-Service Teacher Education, specifically in the Grade of Preschool Education, experienced in two successive subjects, taken by 41 and 52 students respectively. The data collection instruments used are an anonymous student questionnaire, validated by Castejón et al. (2015) and the Formative and Shared Assessment Network’s good practice reports by the teachers who taught these subjects. The results show that students find more advantages than disadvantages in the assessment system in both subjects. It also shows that the students’ academic performance is very positive, increasing in the second year compared to the first. Moreover, the workload of both subjects is proportional to their ECTS credits.