Evaluación en educación secundaria: estrategias y técnicas utilizadas por el profesorado de la región de Murcia (España)

Abstract

Assessment in education contains a great variety of dimensions that affect such phenomenon and must respond to the following questions: who, what, when, how and why to assess. Within the Spanish legal framework, currently assessment must be integrative and formative to bring the students the opportunity to achieve the objectives through diverse assessment instruments. Thus, a study addressed to 107 teachers of the Region of Murcia in secondary education —in the stages of ESO and Bachillerato— who are specialised in different fields has been carried out by means of a survey to know their perceptions about assessment as regards the teaching practice and the teachinglearning process. The results obtained in this research show that, in general, teachers
consider the objectives of their subjects more suitable than the competencies. Besides,  female teachers and younger teachers use ICT more frequently when assessing their students. Regarding the stage, Bachillerato teachers give a higher weight to theoretical knowledge than ESO teachers, while the last ones tend to use tools such as video recordings to assess their students more frequently. This study also shows that exams are more important for tutors than for the rest of teachers. To conclude, this study
demonstrates that the strategies and techniques applied by teachers when assessing depend on their sex, age, job position, employment situation and stage.