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...

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Detalles Bibliográficos
Autores: Álvarez-Mosquera, Pedro, González Rodríguez, Luisa María, Durán Martínez, Ramiro
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
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oai_identifier_str oai:gredos.usal.es:10366/164802
network_acronym_str ES
network_name_str España
repository_id_str
spelling Students’ and teachers’ perspectives on attention to diversity in assessment practices in Spanish primary education bilingual programsÁlvarez-Mosquera, PedroGonzález Rodríguez, Luisa MaríaDurán Martínez, RamiroAssessmentAttention to diversityBilingual educationFeedbackCLIL5701.11 Enseñanza de Lenguas5802.04 Niveles y Temas de Educación5801.07 Métodos Pedagógicos5801.06 Evaluación de alumnos5803.02 Preparación de profesores[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.[ES]Este estudio investiga la percepción de profesores y estudiantes sobre la atención a la diversidad en la evaluación en programas bilingües de educación primaria en España. Mediante una encuesta a profesores (n=297) y alumnos (n=2.626) se recabó información sobre el uso de la retroalimentación, herramientas de evaluación diferenciadas y la concesión de tiempo adicional en los exámenes para atender las necesidades del alumnado. Los resultados sugieren que los profesores poseen una percepción más positiva sobre su capacidad para abordar la diversidad en la evaluación que los estudiantes, que subrayan la necesidad de mejoras en este ámbito. Se analiza, además, el impacto de variables como el tipo de profesor, centro educativo o programa bilingüe sobre la implementación de una evaluación sensible a la diversidad.John Benjamins Publishing202520252025info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionhttp://hdl.handle.net/10366/164802reponame:GREDOS. Repositorio Institucional de la Universidad de Salamancainstname:Universidad de Salamanca (USAL)InglésPID2020-113956RB-I00.Attribution-NonCommercial-NoDerivatives 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:gredos.usal.es:10366/1648022026-06-07T06:28:51Z
dc.title.none.fl_str_mv Students’ and teachers’ perspectives on attention to diversity in assessment practices in Spanish primary education bilingual programs
title Students’ and teachers’ perspectives on attention to diversity in assessment practices in Spanish primary education bilingual programs
spellingShingle Students’ and teachers’ perspectives on attention to diversity in assessment practices in Spanish primary education bilingual programs
Álvarez-Mosquera, Pedro
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
title_short Students’ and teachers’ perspectives on attention to diversity in assessment practices in Spanish primary education bilingual programs
title_full Students’ and teachers’ perspectives on attention to diversity in assessment practices in Spanish primary education bilingual programs
title_fullStr Students’ and teachers’ perspectives on attention to diversity in assessment practices in Spanish primary education bilingual programs
title_full_unstemmed Students’ and teachers’ perspectives on attention to diversity in assessment practices in Spanish primary education bilingual programs
title_sort Students’ and teachers’ perspectives on attention to diversity in assessment practices in Spanish primary education bilingual programs
dc.creator.none.fl_str_mv Álvarez-Mosquera, Pedro
González Rodríguez, Luisa María
Durán Martínez, Ramiro
author Álvarez-Mosquera, Pedro
author_facet Álvarez-Mosquera, Pedro
González Rodríguez, Luisa María
Durán Martínez, Ramiro
author_role author
author2 González Rodríguez, Luisa María
Durán Martínez, Ramiro
author2_role author
author
dc.subject.none.fl_str_mv 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
topic 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
description [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.
publishDate 2025
dc.date.none.fl_str_mv 2025
2025
2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10366/164802
url http://hdl.handle.net/10366/164802
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv PID2020-113956RB-I00.
dc.rights.none.fl_str_mv Attribution-NonCommercial-NoDerivatives 4.0 Internacional
http://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Attribution-NonCommercial-NoDerivatives 4.0 Internacional
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv John Benjamins Publishing
publisher.none.fl_str_mv John Benjamins Publishing
dc.source.none.fl_str_mv reponame:GREDOS. Repositorio Institucional de la Universidad de Salamanca
instname:Universidad de Salamanca (USAL)
instname_str Universidad de Salamanca (USAL)
reponame_str GREDOS. Repositorio Institucional de la Universidad de Salamanca
collection GREDOS. Repositorio Institucional de la Universidad de Salamanca
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,812429

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