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Students’ and teachers’ perspectives on attention to diversity in assessment practices in Spanish primary education bilingual programs

ORCiD logo with link | University of Salamanca | University of South Africa
 | University of Salamanca
 | University of Salamanca
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Available under the Creative Commons Attribution-NonCommercial (CC BY-NC) 4.0 license.

For any use beyond this license, please contact the publisher at rights@benjamins.nl.

This article was made Open Access under a CC BY-NC 4.0 license through payment of an APC by or on behalf of the authors.

Published online: 18 April 2025
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https://doi.org/10.1075/jicb.23032.alv
Abstract
This study investigates teachers’ and students’ perceptions on diversity-sensitive assessment practices in Spanish primary education bilingual programs. A survey was conducted among teachers (n = 297) and students (n = 2,626) to gather data related to teachers’ use of feedback, differentiated assessment tools, and the provision of extra time during exams to respond to students’ needs. The findings suggest that teachers have a more positive perception of their ability to address heterogeneity in assessment than students, who emphasize the need for enhanced diversity measures. The impact of variables, such as type of teacher, school or bilingual program, on teachers’ attention to diversity in assessment is also analysed.
Resumen
Este estudio investiga la percepción de profesores y estudiantes sobre la atención a la diversidad en la evaluación en programas bilingües de educación primaria en España. Mediante una encuesta a profesores (n = 297) y alumnos (n = 2.626) se recabó información sobre el uso de la retroalimentación, herramientas de evaluación diferenciadas y la concesión de tiempo adicional en los exámenes para atender las necesidades del alumnado. Los resultados sugieren que los profesores poseen una percepción más positiva sobre su capacidad para abordar la diversidad en la evaluación que los estudiantes, que subrayan la necesidad de mejoras en este ámbito. Se analiza, además, el impacto de variables como el tipo de profesor, centro educativo o programa bilingüe sobre la implementación de una evaluación sensible a la diversidad.
Article outline
  • 1.Introduction
  • 2.Literature review
  • 3.Research aims
  • 4.Methodology
    • 4.1Participants
    • 4.2Instruments
      • 4.2.1Teachers: The IT-BE Questionnaire
      • 4.2.2Students: The SPI-BE Questionnaire
    • 4.3Procedure
  • 5.Data and analysis
  • 6.Discussion
  • 7.Concluding remarks
  • Acknowledgements
  • Disclosure statement
  • References
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