科研之友
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摘要
This article presents the results of one of the goals of a research project on formative assessment: to analyze the resistances and paradoxes faced by the faculty members in order to implement processes of learning-oriented assessment of their students. We present a multiple case study on teachers from different knowledge areas of Alcala University. Our findings suggest that these resistances and paradoxes have a close relationship with teachers' beliefs and conceptions about teaching, learning and assessment, the influence of organizational culture and institutional conditions and additionally the insecurity and uncertainty caused by innovation in the processes of evaluative practices. The study concludes that this uncertainty is not only due to a lack of information and understanding of the change in evaluation but also due to the scarce references and experiences in formative assessment on which to rely on.
- 出版日期2014
