Evaluation procedures for primary and secondary teacher trainers. A qualitative study

Abstract

This work is part of a broader study of educational activity by university teachers after the implementation of the EHEA. This research is funded by the Office of the Vice-Chancellor for Research and Scientific Policy UCM (call for proposals 210-GR35/10). The present contribution focuses on the comparative analysis of assessment procedures used by university faculty teaching at different degree levels. We believe that assessment is the key to understanding teachers’ beliefs with regard to the teaching-learning process. The methodology used was the discussion group. The sample included two groups of teachers who teach degree programs for Elementary School Teachers and master’s programs for Secondary School Teachers at public universities in Madrid: Complutense, Autónoma and Alcalá de Henares. Data processing was performed by way of content analysis using the Atlas-ti 0.5 computer application, which helps create the conceptual network for the categories obtained from the participants’ responses. The two groups of teachers spoke about the two basic types of assessment: a) learning-process, b) results. In the case of learning process assessment, both groups feel that developing portfolios and coassessment are important, though the Primary school group also points to self-assessment while the Secondary school group favours standards-based assessment. For results-based assessment Secondary school teachers only believe in assessing homework, but the Primary school group also include tests. In short, both Primary and Secondary school teachers believe in the learning process approach, but this belief is stronger for Secondary school teachers.