Assessment practices Primary school teachers, conditioning of their educational activities

Abstract

The aim of this article attemps to describe and analyse how the uses and functions that teachers attributed to the evaluation determines their teaching in the teaching and learning processes. It is known that teacher assessment practices in Primary Education: functions to evaluation, its uses, ways of assessing, what is important in the assessment, trying ultimately to analyse the consistency between their assessment practices and the concept of evaluation in which those practices are framed. The project involved a team of 13 Primary schools in the area of Montoro (Córdoba). The results show the importance the teacher attaches to the educational evaluation, regarding it as a necessary activity. It also shows its importance and relevance for the performance of their teaching. However it is to some extent difficult to appreciate the strong consistency between the concept with the faculty on the educational evaluation and purposes assigned to it, teachers defined two profiles according to its uses and functions granted to the assessment.