Nina Hidalgo Farran

The Impact of the Evaluation Methodology of the Primary Education Teachers on the Performance of the Student in Spain

The way teachers assess in classroom im- pact over cognitive and socio-affective development of the students. This paper aims to determine the relationship between the teachers evaluation to their students, and the academic achievement of their stu- dents in four specifi c areas: Linguistic Competence, Mathematical Competence, Scientifi c Competence, and Social and Citizenship Competence. To reach our aim, this paper made a special analysis with the data of the Spanish General Diagnostic Evaluation -2009- to 28,708 students, and 1341 teachers of 887 schools. The use of Multilevel Model Analysis with three levels shows the impact of each evaluation strategy on the four competencies studied. Our study confi rms those teachers who prepare exams after each lesson, give homework, review notebooks, and value the interest and participation of students in classroom do better. On the other side, we have found an inverse relation- ship between prepare quarterly exams and the skill development of the students.

Las concepciones sobre una evaluación justa de los estudiantes. Un estudio fenomenográfico desde la perspectiva de los docentes

The present research focuses on understanding teachers’ conceptions about what is a fair assessment. Teachers’ conceptions are the implicit beliefs that they have about the teaching-learning process and have a strong impact on their assessment practices and student development. To achieve our purpose, we have developed a phenomenographic study. The participants are 30 teachers of Primary and Secondary Education of the Community of Madrid. The results show that teachers’ conceptions of fair assessment are divided, some of them being closer to the principle of equality and others to equity. The final conclusion of the study is the influence of the context of the school on fair assessment’ conceptions of the teachers and the relevance of knowing that if we understand teachers’ conceptions we are going to be able to implement assessment practices that achieve an education and a more just society.