Formative assessment concepts and practices. Report of a training workshop

Abstract

Using a case study methodology, it is described here the holding of a Training Workshop in a private school, on the contributions of formative assessment to a personalized and inclusive education, with the participation of 20 teachers of all levels of education. The objective is to analyze how these Workshops, following the methodological principles of collaborative research on pedagogical practice and using dialogical feedback proficiently, are able to change the perception and practice of the formative evaluation of these teachers.

The description of the training strategies used in these Workshops will show how they were oriented (1) to review the differentiating characteristics of the concept of formative assessment, (2) to provoke a reflexive attitude of the trainees about their practices, (3) to promote the sharing of experiences as a source of new learning and (4) to challenge the trainees to introduce and value concrete and effective changes in their practice of formative assessment.

Using various surveys and the analysis of the documentation produced by the trainees in a cooperative research process on the practice, it will be possible to check, as results, the evolution of each of them, in the way they understand the formative assessment and change its practical implementation.