Abstract

The study aims to review and improve the practices that are currently being implemented in the student assessment system of a public primary school located in the Basque Country, by means of a reflective activity focused on educational improvement proposals. An action research process has been carried out involving ten teachers and five external advisers linked to the university and education administration. The results reflect the most important issues that emerged during the group discussions, along with the implementation decisions affecting classroom assessment, including the aims of assessment, the importance of collecting information, and the assessment action times. We also describe some new tools that have been developed to facilitate information gathering, with the aim of enabling a more formative and continuous assessment of learning. Continuous formative assessment requires specific instruments that are adapted to and in keeping with curricular design. The action research approach enabled us to develop a unified, consensus-based assessment instrument.