Reflective assessment strategy for psychology teacher training

Abstract

Assessment is a crucial process in teaching, as it enables decision-making to improve both teaching and learning. Therefore, training and professional development that allows teachers to reflect on how they conduct assessments is essential. In this sense, the objective of this qualitative exploratory study is to analyze the contributions of three discussion groups to the thinking of six Psychology teachers regarding improvements to the learning assessment process at its three stages: diagnostic, formative, and summative. The data were analyzed using Van Manen's framework for reflective processes. The results show that practical reflection had the greatest impact on the teachers, followed by technical reflection, and finally, critical reflection. These findings suggest that the teachers' reflection is progressing toward more complex levels concerning assessment and the search for strategies to improve educational processes.