The effect of assessment procedures in the development of competences during initial teacher educationA systematic review

  1. José Luis Aparicio Herguedas 1
  2. Navarro Asencio, Enrique
  1. 1 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

  2. 2 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

Revista:
JOTSE

ISSN: 2013-6374

Año de publicación: 2023

Volumen: 13

Número: 3

Páginas: 807-822

Tipo: Artículo

DOI: 10.3926/JOTSE.2085 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: JOTSE

Objetivos de desarrollo sostenible

Resumen

Competence assessment has been one of the most crucial aspects in initial teacher training in the context of the European Higher Education Area (EHEA). It has implied a change in teachers’ approaches to teaching and learning and is based on different assessment procedures for their training. In order to discover the effect of the assessment procedures applied to the training of competences in teachers, the present study examines research along these lines and in this context published between 2010 and 2021 in international high-impact journals. A total of 1,772 articles have been reviewed, 17 of which were included after the application of the inclusion criteria established according to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) Statement. The results demonstrate the use of assessment procedures based on applied means, strategies and tools in order to train pre-service teachers in cross-cutting teaching competences. However, in the majority of the studies analysed, the effectiveness of these procedures is empirically based on the self-perception of those involved and not so much on experimental studies. We advocate the latter due to their value in terms of cause and effect.

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