La combinación de sistemas de evaluación formativa con el uso de metodologías activas en la formación inicial del profesorado. Efectos en el aprendizaje y en el desarrollo de competencias profesionales

Résumé

This paper is aimed at analysing whether combining formative assessment systems and active methodologies means any positive effect both on the students’ learning and the development of their professional competences in Pre-service Teacher Education. There is also an analysis of the outcomes obtained from the innovations introduced in the system for the last 4 years (collaborative folders and partial examination with immediate co-assessment). This experiment has taken place in the University Teacher Training School in Segovia for the last 4 years. We are used to work with large groups of students ranging from 74 and 124 registered undergraduates per subject and year. The students are provided with three ways for learning and being assessed at the beginning of the year: (a)-Continuous Evaluation; (b)-Mixed Evaluation; (c)-Final Examination. Every evaluation has their specific requirements to be fulfilled, a series of learning activities to be developed, and their particular assessment and grading system. The main techniques and tools for obtaining these data are: the teacher’s notebook, students’ documents, an anonymous questionnaire completed by the students, grade reports and structured interviews. The results seem to show that combining formative and continuous assessment and active methodologies means positive effects on the students’ learning and the development of their professional competences. Moreover, the data show that the best results on learning and academic performance are obtained by those students choosing a continuous and formative evaluation. The students’ appraisals of this working method show that the learning generated becomes more practical, more authentic and more lasting, and there is an improved development in their professional competences. The main innovations introduced in the system for these last four years have also meant very positive results and a significant improvement, and therefore they have been maintained and integrated within the syllabus.