The assessment of learning with Bologna

of intents in to practices in the initial teachers training

Abstract

The Bologna process required, concerning the initial teacher training, the use of active teaching and learning methods for students, based on analysis and decision-making situations or problems of the professional reality. For that, this training has to provide future teachers the acquisition of personal, relational and professional skills. Also, it is required that the evaluation of these different learnings cannot be exclusively summative and based on written tests; it is necessary to diversify the assessment tools and, above all, make it formative and capable of forming students. Only then it is possible to evaluate the complex learning and difficulties that students will show, regulating the learning process. In this context, we tried to understand the evaluation practices of teachers of the 1st Cycle of Basic Education at the University of Tras-os-Montes and Alto Douro that train future teachers. The use of a qualitative research of exploratory nature has been showing to be adequate and has been implemented by document analysis and interviews. Through this study we have observed that these learning assessment practices are also characterized by the predominance of summative assessment procedures, although the teachers participating in the study seek, in a not systematic and structured way, implement some procedures of the practice of formative assessment.