Teacher Evaluation Patterns in Spain: Has Evaluation Become More Technical?

Evaluation and assessment in education have attracted in the last years more attention than the preceding decades. The lack in the initial teaching education programs about evaluation seems to cause the reproduction of evaluation experiences that they have had as students. In this sense, it is impor...

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Vydané v:European journal of education Ročník 60; číslo 4
Hlavní autori: Gómez‐Gonzalvo, Fernando, Lores‐Gómez, Beatriz
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: 01.12.2025
ISSN:0141-8211, 1465-3435
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Abstract Evaluation and assessment in education have attracted in the last years more attention than the preceding decades. The lack in the initial teaching education programs about evaluation seems to cause the reproduction of evaluation experiences that they have had as students. In this sense, it is important to recognize the actual patterns of evaluation regarding the teachers in Spain, so it seems that the evaluation process can be reproduced under the technical perspective of the curriculum. We have created an ad hoc survey and implemented this in a representative sample of teachers in Spain ( N = 1350) through a snowball sampling method. Results show a heavy influence of grade level on evaluation, intentionality and design of the evaluation system and a few influences of the rest of the sociodemographic factors. They can be possible under the perspective that a technical and standardised evaluation system is in accordance with the technical implementation of the curriculum. We concluded that specific ways of patterns exist among Spanish teachers.
AbstractList Evaluation and assessment in education have attracted in the last years more attention than the preceding decades. The lack in the initial teaching education programs about evaluation seems to cause the reproduction of evaluation experiences that they have had as students. In this sense, it is important to recognize the actual patterns of evaluation regarding the teachers in Spain, so it seems that the evaluation process can be reproduced under the technical perspective of the curriculum. We have created an ad hoc survey and implemented this in a representative sample of teachers in Spain ( N = 1350) through a snowball sampling method. Results show a heavy influence of grade level on evaluation, intentionality and design of the evaluation system and a few influences of the rest of the sociodemographic factors. They can be possible under the perspective that a technical and standardised evaluation system is in accordance with the technical implementation of the curriculum. We concluded that specific ways of patterns exist among Spanish teachers.
Author Lores‐Gómez, Beatriz
Gómez‐Gonzalvo, Fernando
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