La evaluación formativa en la asignatura Prácticum II de educación primaria (mención: inglés)

Resumen

The experience in formative assessment described in this paper is the result of transferring - by adapting it - the protocol of the Secondary teachers' intraining (University of León) into the second in-training period of the future primary EFL teachers. It was carried out by a 30-student group who wrote a reflexive portfolio, collecting the learning acquired during their school practices. In this document they described different experiences observed in the English classroom, which are linked to the teaching competences of an EFL teacher. After the description the students analyzed those experiences and included some proposals for teaching improvement and self-improvement. During three group tutorships the undergraduates and their university supervisor assessed three evidences. To do it they used an analytical rubric which focuses on conceptual and formal aspects within processes of self-assessment, peer-assessment and assessment by teacher. The results showed that, though difficult, most students found the process useful and effective. The final marks proved the tutorships' validity. Even more, for many of the students, as future Primary teachers, facing this assessment system has meant a significant change in their concept of assessment and evaluation and they will try to put it into practice next years.