The formative assessment as innovation. Formative and shared assessment experiences in a Faculty of Teacher Training

Abstract

For many people the assessment in Faculties of Teacher Training supposes the belief that form is content, and that those of us who move in this type of formative environments have more and better resources to deal with the assessment in faculty. However the assessment as object of study requires in this or in any other educational institution the gathering of evidences as a response to a need and as adaptation in a given context. In this paper we present the trajectory that has made a consolidated innovation group in formative assessment in university teaching at the University of Barcelona, in order to further their assessment systems in different groups and sub- jects. It is true that its members are part of studies related to Teacher Training in Primary Education, although it does not mean that they have been trained or they have the resources to endorse a formative, democratic and emancipator assessment as required in the European Higher Education Area. First we present a brief summary of what is innovation in university teaching, and assessment as an object of innovation. Then we explain the different lines of work carried out so far. Above all and most importantly we expose, by means of conclusion, what the group members consider that happens to those who live with innovation throughout their teaching.

Keywords

• innovation
• lifelong learning
• professional development