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

    Universidad de Valladolid

    Valladolid, España

    ROR https://ror.org/01fvbaw18

  2. 2 Universidad de Burgos

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

Journal of Higher Education Theory and Practice

ISSN: 2158-3595

Argitalpen urtea: 2023

Alea: 23

Zenbakia: 2

Mota: Artikulua


Beste argitalpen batzuk: Journal of Higher Education Theory and Practice


Jasotako aipamenak

  • Aipamenak Scopus atarian: 0 (04-09-2023)
  • Aipamenak Dimensions atarian: 0 (05-04-2023)

SCImago Journal Rank

(Atari honetan eskuragarri dagoen azken urteko adierazlea, 2022 urtea)
  • Urtea 2022
  • Aldizkariaren SJR eragina: 0.146
  • Kuartil nagusia: Q4
  • Arloa: Education Kuartila: Q4 Postua arloan: 1238/1438

Scopus CiteScore

(Atari honetan eskuragarri dagoen azken urteko adierazlea, 2022 urtea)
  • Urtea 2022
  • Aldizkariaren CiteScore-a: 0.3
  • Arloa: Education Pertzentila: 8


(05-04-2023 datan eguneratutako datuak)
  • Aipamenak guztira: 0
  • Azken hitzorduak: 0


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.