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Scientific literature that determines differences between the students’ and teacher’s perception about assessment is relatively ample. The present study complements this research, specifying some key aspects of assessment, such as coherence and consistency of the assessment system and program, frequency of information on learning process, skills assessed, frequency of use of different assessment procedures, and degree of agreement between statements about assessment and how grades are established in classes. Therefore, 171 students and 26 professors from three universities in south-eastern Spain were surveyed, in order to compare their perception (Student’s t-test). Results indicate that, in most cases, the perceptions of professors and students regarding the same statement are statistically different, as frequently professors are more optimistic. The largest discrepancies appear when relating educational system - method of assessment, consistency of the program - assessment system, frequency of information on learning achieved, the presence of different cognitive abilities in assessment, and that evaluation stresses students. We have found some agreement on the importance of cognitive ability in the education system and the frequency of use of certain assessment procedures. The study confirms the discrepancies found by other authors and shows the potential of this type of analysis with regard to reflection and improved teaching. It highlights the need to improve teacher-student communication so as to minimise the risk of inconsistencies.

cultura, ciencia y deporte

La evaluación en la formación inicial del profesorado: qué creemos hacer y qué perciben los alumnos (The assessment in initial teacher training: what we do and what students perceive)