RT Journal Article
T1 Shaping the assessors of tomorrow: how practicum experiences develop assessment literacy in secondary education pre-service teachers
A1 Pardo, Rodrigo
A1 García Pérez, Daniel
A1 Panadero, Ernesto
AB This study analyzes the impact of the supervised practicum on the assessment conceptions and practices of pre-service secondary education teachers, using the theoretical rationale of assessment literacy. We conducted a qualitative study with eighteen pre-service physical education teachers in Spain. The results revealed the difficulties and the variety of experiences the participants encountered during the practicum in relation to assessment. Student accountability and improving learning and teaching were the most common assessment conceptions, although the assessment tasks designed by the participants were not entirely formative. In general, the practicum experience reaffirmed their previous ideas on formative assessment.
PB Elsevier
SN 0742-051X
YR 2024
FD 2024-12
LK https://hdl.handle.net/20.500.14352/109138
UL https://hdl.handle.net/20.500.14352/109138
LA eng
NO Pardo, R., García-Pérez, D., & Panadero, E. (2024). Shaping the assessors of tomorrow: How practicum experiences develop assessment literacy in secondary education pre-service teachers. Teaching and Teacher Education, 152, 104798. https://doi.org/10.1016/J.TATE.2024.104798
NO Research funded by Spanish National R + D call from the Ministerio de Ciencia, Innovacion ´ y Universidades (Generacion ´ del conocimiento 2020), reference number: PID 2019-108982GB-I00. Additional funding by Spanish Ministry of Universities (Ministerio de Universidades) and European Union-NextGenerationEU, reference number: UP 2021-035. Third author funded by contribution of the Basque Government (Ref. IT1624-22) to the group Education Regulated Learning and Assessment.
NO Ministerio de Ciencia, Innovación y Universidades (España), número de referencia: PID 2019-108982GB-I00
NO Ministerio de Universidades y Unión Europea-NextGenerationEU, número de referencia: UP 2021-035
NO Gobierno Vasco, referencia IT1624-22
DS Docta Complutense
RD 26 feb 2026