Resumo

ANGELINI DOFFO, María Laura. Formative and shared assessment research in teacher training degrees in english. Rev. Actual. Investig. Educ [online]. 2016, vol.16, n.1, pp.282-303. ISSN 1409-4703.  http://dx.doi.org/10.15517/aie.v16i1.22614.

This research paper presents the results obtained by the implementation of formative and shared assessment in our teacher training degree specialized in English Language. This type of assessment has been applied for two years. The objective of the study was evaluate and analyze the results of the formative and shared assessment applied on students from third year of the career specialized in English Language. It was done a detailed review of the literature in order to establish the procedures and obtain the research data. The qualitative and quantitative studies reveal that this type of assessment positively gravitates in the learners’ implication towards the subject, learning quality is highlighted, a differentiated instruction is favoured, linguistic and professional skills are developed, and a better academic outcome is achieved. Moreover, some weaknesses are depicted in the implementation of formative and shared assessment related to the lack of self-confidence on the part of the learners to carry out their self-assessment and peer-assessment. Some flaws are also found in the subject design in relation to a final global test which has been formally improved in the present year course 20152016.

Palavras-chave : Formative assessment; Shared assessment; Self-Assessment; Linguistic skills; Interpersonal relationships.

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