Congruences and discrepancies between conceptions and assesment practices with ict use

Authors

  • Liliana Leticia Moreno Romero
    Bio
  • María José Rochera Villach
    Bio

DOI:

https://doi.org/10.4151/07189729-Vol.54-Iss.2-Art.354

Keywords:

secondary education conceptions teachers formative assessment feedback Information and

Abstract

This study analyses the congruencies and discrepancies between what teachers think about the evaluation and feedback with use of Information and Communications Technology (ICT) and whatfinally materialized in their practices in Secondary Education (ESO), a context scarcely studied. This research involved two teachers; one is a Math teacher and the other is an English teacher. The results show more congruencies than discrepancies between the beliefs of teachers and the evaluation practices. The congruencies related to the evaluation of the teaching area are influenced by two key factors: extensive teacher training and the existence of a favorable context.

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Published

2015-06-08

How to Cite

Moreno Romero, L. L., & Rochera Villach, M. J. (2015). Congruences and discrepancies between conceptions and assesment practices with ict use. Perspectiva Educacional, 54(2), 126–149. https://doi.org/10.4151/07189729-Vol.54-Iss.2-Art.354

Issue

Vol. 54 No. 2 (2015)

Section

Editorial

License

Copyright (c) 2015 Liliana Leticia Moreno Romero, María José Rochera Villach

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

The authors grant an exclusive licence, without time limit, for the manuscript to be published in the Perspectiva Educacional journal, published by the Pontificia Universidad Católica of Valparaíso (Chile), through the School of Pedagogy.