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- Title
Incidencia del contexto socio-económico en las concepciones docentes sobre evaluación.
- Authors
Javier Murillo, F.; Hidalgo, Nina; Flores, Sofía
- Abstract
The teachers' conceptions of assessment have a strong impact in their evaluative practices, and with this, in the students' development. Thus, exist a fruitful research line that seeks to understand these conceptions and how they affect the process of teaching and learning. Furthermore, there is empirical evidence that the actions of teachers are defined greatly by the socio-economic context of the school where the teacher works. However, still little is known of how the socio-economic context of the school commit in teachers' conceptions. The current study looks for know the assessment conceptions of Primary and Secondary teachers, in order to determine whether there are differences depending on the socio-economic context of the school where teachers work. For this, we have developed a phenomenographic approach with 10 teachers, half working in a favorable socio-economic context and the other half in a challenging context. Phenomenographic interviews were used to obtain data. The results show significant differences in assessment conceptions relating to the evaluation model, the instruments and methods used and their adaptation means, and the return of assessment information. The most relevant is the different conception they have of what is fair assessment. For teachers, which work in favorable environments, a fair assessment is linked to the objectivity and transparency of assessments, tools and correction criteria; while for teachers which work in challenging contexts is more related to adaptation and comprehensive measure of student progress. The conclusion is the importance of having in mind the socio-economic school context, both to develop research as well as to implement policies to support schools.
- Publication
Profesorado: Revista de Currículum y Formación del Profesorado, 2016, Vol 20, Issue 3, p251
- ISSN
1138-414X
- Publication type
Article