Student participation in the assessment and in-service teacher education as a tool for transparency and improvement of education quality

ABSTRACT

The education system requires egalitarian practices of transparency and quality. Formative and Shared Assessment (F&SA) is an educational model that allows students to participate in their learning. Training in F&SA can be provided through In-Service Teacher Education (ISTE) and Action-Research (A-R) cycles. The research objectives are (a) to analyse the participation of students in all educational stages through F&SA, before and during the COVID-19 confinement;(b) to define the advantages of belonging to a group of ISTE in which A-R is carried out and the proposals for improvement proposed by the participants of the same. A case study was carried out with 24 teachers from an inter-level seminar on ISTE about F&SA. Two questionnaires, a focus group and the minutes of the seminar meetings were used. The results show that the teachers of the seminar value positively the participation of the student in their own assessment, understand the individuality of the students and avoid exclusion with egalitarian practices, especially during the confinement situation, where they used various strategies to ensure that the distance process was followed safely. In terms of the advantages of belonging to the seminar, the collaborative learning between teachers from different stages and the usefulness of A-R systems stand out.