Why, how and what Primary Science Pre-service teachers evaluate?

Abstract

In this paper we study how a group of Primary Pre-service teachers´conceptions about assesment in science changed. The research is part of a R+D+I proyect in the context of an initial training course based on inquiry-based science education and interaction with innovative teaching practices. A qualitative metholodogy was used and the fundamental data collection were students´ written documents through the three moments in which the study is divided. The analysis of these productions is concluded that there is progress in their knowledge of assesment in the three categories studied (conception, instruments and content assesment) next to a traditional teaching model, but without reaching the alternative model we consider desirable.