Beliefs of pre-service teachers of Spanish as an additional language about assessment

Abstract

This paper studies the beliefs and attitudes towards assessment of pre-service instructors of Spanish as an additional language. The study presented is framed within a postgraduate program that seeks to help pre-service instructors to reconceptualize their concept of "assessment" through a formative model inspired by sociocultural pedagogy and the confrontation of teachers' beliefs with scientific concepts. To gain insight into beliefs and attitudes towards assessment, we considered conscious conceptual manipulation and studied data from a diary entry and representations of spontaneous concepts that form the basis of orientation of these instructors for actions and processes related to assessment in the classroom.