Novice teachers in the face of assessment: analysis of learning situations in the MIR for teachers in the Community of Madrid

Resumen

SANTAMARIA-CARDABA, Noelia; ORTEGA-QUEVEDO, Vanessa  y  CACERES-IGLESIAS, Judith. Novice teachers in the face of assessment: analysis of learning situations in the MIR for teachers in the Community of Madrid. Acta Educ. [online]. 2026, vol.48, e75015.  Epub 01-Dic-2025. ISSN 2178-5201.  https://doi.org/10.4025/actascieduc.v48i1.75015.

Assessment is an issue present in every educational process, so this study focuses on analyzing the treatment of assessment in the Learning Situations designed by novice teachers during the Comprehensive Teacher Training program (hereinafter, educational MIR) of the Community of Madrid. The methodology employed was mixed, using quantitative and qualitative analyses to study the information on assessment available in the 390 Learning Situations analyzed. The results reveal that heteroassessment continues to predominate among teachers and that there are inconsistencies between the assessment tools and the assessment process they propose in their Learning Situations. In conclusion, novice teachers show a lack of training to correctly apply a formative and shared assessment model with their students.

Palabras clave : assessment; learning situations; educational MIR; novice teacher.

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