What the study found
The study found positive results from applying a Formative and Shared Assessment (F&SA) protocol, a model of ongoing assessment shared between teachers and students, during final year project supervision in teacher education. The authors report especially clear development of transversal competencies, or broad skills such as autonomy and problem solving.
Why the authors say this matters
The authors conclude that the protocol enabled continuity in assessment, made the competencies needed to complete final projects more visible, and reduced disagreements between teachers and students. The study suggests this is relevant because F&SA had shown good results in teacher education, but had not been widely used to guide final year projects.
What the researchers tested
The researchers asked what results would be obtained after applying an F&SA protocol during final year project supervision in teacher education. They used a mixed-method research design with a concurrent triangulation model.
What worked and what didn't
All five aspects assessed with the scale received high ratings. The most notable results were evidence of students' acquisition and development of transversal competencies, a positive overall evaluation of the protocol, and improvements in students' interest, initiative, and commitment. Autonomy and problem solving stood out as the most developed competencies.
What to keep in mind
The abstract does not describe detailed limitations, sample size, or setting beyond teacher education final year project supervision. The summary also does not provide enough information to judge how broadly the results apply outside this context.
Key points
- An F&SA protocol was applied during final year project supervision in teacher education.
- All five assessed areas received high ratings.
- Students showed development in transversal competencies, especially autonomy and problem solving.
- Students' interest, initiative, and commitment improved.
- The authors say the protocol improved assessment continuity and reduced teacher-student discrepancies.
Disclosure
- Research title:
- Formative assessment protocol improved final year project supervision
- Authors:
- José Luis Aparicio Herguedas, Teresa Fuentes-Nieto, Miriam Molina Soria, Víctor Manuel López-Pastor
- Institutions:
- Universidad de Valladolid, Universidad de Valladolid, Universidad de Valladolid, Universidad de Valladolid
- Publication date:
- 2026-02-23
- OpenAlex record:
- View
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