Comprehensive Assessment of Teachers. Profiles of Teachers Regarding their Perception of the Assessment

Abstract

The beliefs about any educative fact are related to its practice. Specifically, the ideas that teachers have about function and modality of assessment are linked with the way they do in the classroom. The purpose of this paper is to analyze the practices of teachers regarding to assessment, comparing their differences based on demographic variables. The final sample selected through incidental sampling, consisted of 175 teachers who completed the Comprehensive Assessment Questionnaire, which consisted of 59 items that corresponded to six dimensions of it, that means, that were related to different ways of understanding and practicing assessment: integrative, contextualized, training, reflexive, democratic and personalized. The results showed differences in the way teachers conceive assessment in terms of variables such as sex, age, educational stage and academic training on them.