Students’ and teachers’ perspectives on attention to diversity in assessment practices in Spanish primary education bilingual programs
[EN]This study investigates teachers’ and students’ perceptions on diversity-sensitive assessment practices in Spanish primary education bilingual programs. A survey was conducted among teachers (n=297) and students (n=2,626) to gather data related to teachers’ use of feedback, differentiated assess...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión aceptada para publicación |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Universidad de Salamanca (USAL) |
| Repositorio: | GREDOS. Repositorio Institucional de la Universidad de Salamanca |
| OAI Identifier: | oai:gredos.usal.es:10366/164802 |
| Acceso en línea: | http://hdl.handle.net/10366/164802 |
| Access Level: | acceso abierto |
| Palabra clave: | Assessment Attention to diversity Bilingual education Feedback CLIL 5701.11 Enseñanza de Lenguas 5802.04 Niveles y Temas de Educación 5801.07 Métodos Pedagógicos 5801.06 Evaluación de alumnos 5803.02 Preparación de profesores |
| Sumario: | [EN]This study investigates teachers’ and students’ perceptions on diversity-sensitive assessment practices in Spanish primary education bilingual programs. A survey was conducted among teachers (n=297) and students (n=2,626) to gather data related to teachers’ use of feedback, differentiated assessment tools, and the provision of extra time during exams to respond to students’ needs. The findings suggest that teachers have a more positive perception of their ability to address heterogeneity in assessment than students, who emphasize the need for enhanced diversity measures. The impact of variables, such as type of teacher, school or bilingual program, on teachers’ attention to diversity in assessment is also analysed. |
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