Formative assessment, communication skills and ICT in Initial Teacher Education



Formative assessment, higher education, teacher training, skills communicative, university students, graduate, university teacher


The purpose of this study is to analyze the perception of students, graduates, and lecturers in relation to systems of formative and shared assessment and to the acquisition of teaching competences regarding communication and the use of Information and Communications Technology (ICT) in initial teacher education (ITE) on degrees in Primary Teaching Physical Education (PTPE) and Physical Education and Sports Science (PESS). An ad hoc questionnaire was applied to a total sample of 1,243 students, 487 graduates and 345 lecturers from 24 Spanish universities that cover most of Spain’s Regional Autonomous Communities. The results from the questionnaires indicate that for all three groups the most relevant element in the assessment process is the teacher-student interaction, and the second most relevant are the competences in interpersonal relationships. Significant differences are also found in practically all the items in the questionnaire between the responses of lecturers and students and between those of students and graduates. In our detailed study of the perceptions of students regarding their competence in ICT, those taking the degree in PTPE perceive a greater use of ICT than those taking the degree in PESS. The same difference was found with students under 22 years of age in relation to the older students. No gender differences were found..



How to Cite

Romero-Martín, R., Castejón-Oliva, F.-J., López-Pastor, V.-M., & Fraile-Aranda, A. (2017). Formative assessment, communication skills and ICT in Initial Teacher Education. Comunicar, 25(52), 73–82. Retrieved from