Effects of the Implementation of Tutored Learning Projects and Formative and Shared Assessment Systems in Pre-Service Teacher Education

  1. Miriam Molina Soria 1
  2. David Hortigüela-Alcalá 2
  3. Cristina Pascual-Arias 1
  4. Carla Fernández-Garcimartín 1
  1. 1 Universidad de Valladolid
    info

    Universidad de Valladolid

    Valladolid, España

    ROR https://ror.org/01fvbaw18

  2. 2 Universidad de Burgos
    info

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

Journal:
Journal of Higher Education Theory and Practice

ISSN: 2158-3595

Year of publication: 2023

Volume: 23

Issue: 2

Type: Article

DOI: 10.33423/JHETP.V23I2.5827 GOOGLE SCHOLAR

More publications in: Journal of Higher Education Theory and Practice

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Cited by

  • Scopus Cited by: 0 (02-06-2023)
  • Dimensions Cited by: 0 (05-04-2023)

SCImago Journal Rank

(Indicator corresponding to the last year available on this portal, year 2022)
  • Year 2022
  • SJR Journal Impact: 0.146
  • Best Quartile: Q4
  • Area: Education Quartile: Q4 Rank in area: 1238/1438

Scopus CiteScore

(Indicator corresponding to the last year available on this portal, year 2021)
  • Year 2021
  • CiteScore of the Journal : 0.1
  • Area: Education Percentile: 4

Dimensions

(Data updated as of 05-04-2023)
  • Total citations: 0
  • Recent citations: 0

Abstract

The main purpose of Formative and Shared Assessment(F&SA) is to improve student learning, to improve and redirect teaching practice and to improve the teaching-learning process. This research has two objectives: (1) to analyse the results of the applicability and difficulty of the Good Practice of Tutored Learning Projects (TLP) in a Pre-service Teacher Education (PTE) subject; and (2) to examine the advantages and disadvantages of the F&SA system used in the same subject. For this purpose, a longitudinal study of a PTE subject is carried out over three academic years. The instruments used to collect information are: a structured report on Good Practice in university teaching and an anonymous questionnaire for students to evaluate the experience of Good Practice, which has been carried out and the subject’s evaluation system. The results show the consistency of the course design over the years. Students are satisfied with the TLP experience because they consider it to be useful, effective, innovative, replicable and sustainable, as well as helping in the acquisition of competences.