Profesorado y egresados ante los sistemas de evaluación del alumnado en la formación inicial del maestro de educación infantil

摘要

In view of the need to improve course descriptions, the most recent graduate classes of initial trainingof Preschool Teachers at Universidad Autónoma de Barcelona have been studied in order to gain insight on thestatus of the student assessment systems. The methodology used was qualitative using focus groups of teachersand graduates of the last four classes (2007-2011). The results show similar perceptions regarding coherenceamong the different course program items and the transparency of the assessment methods applied. Somedifferent perceptions have been noticed in respect to the instruments used, the feedback provided and thecognitive abilities more frequently assessed. The study concludes that it is essential that all teaching guides showcoherence in the various items; that the students have an early knowledge of the assessments, in a clear andtransparent manner; that self and co-evaluation systems are included; and that the faculty guide the connectionbetween theory and practice in a critical and reflexive way.