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The aim of this research was to explore the perceptions of education professionals and future professionals on theexistence of formative assessment in secondary education. A qualitative and quantitative convergent parallel mixedmethod study was designed. The participants were 8 Secondary Education teachers who collaborate as tutorsin the Teaching Master’s Degree at the Spanish public university.and who took part in a focus group, and 60pre-service students who were completing a practicum in schools for this same Master’s Degree and who answereda questionnaire. The results showed a great diversity in perceptions of the implementation of formativeassessment. However, the use of summative assessment seemed to be perceived as predominant in the high schoolsstudied, as well as performance tests and examinations. In conclusion, these means of assessment are stillconsolidated by traditionalist conceptions, both of teachers and of students and families, that are limiting the progressof formative assessment in schools, while innovating and engaged teachers try to foment their implementation.
A research study was conducted in order to obtain data on the use and presence of formative assessment in Secondary Education (SE), in the context of the Master's Degree in Teaching at the University of Zaragoza (Spain). For this, a mixed quantitative (transversal) and qualitative method was designed. The student´s perceptions of the Master's Degree on the educational centers in which they had just completed their Practicum was taken as a source of information. For this, an adaptation of the Espinel questionnaire (2017) was applied and descriptive data were obtained. A second source of information was the perceptions of Practicum tutors professors obtained from a Discussion Group, based on the Grounded Theory, carrying out a constant comparative analysis to find the categories. Data collection shows a great diversity in the use of formative and shared assessment. However, the summative continuous assessment, seems to be present in secondary school, as well as exams and tests of execution. These means of assessment remain consolidated by traditionalist conceptions, both of professors and of students and parents, wich are limiting for the development of a formative assessment in school centers, whose innovating, involved and enthusiastic teachers try to improve.
