Results of Applying a Formative and Shared Assessment Protocol in the Preparation of Final Year Projects in Teacher Education

Overview

This study evaluates the implementation of a Formative and Shared Assessment (F&SA) protocol in supervising final year projects within teacher education programs. F&SA is an established formative assessment model demonstrating effectiveness in developing transversal and teaching competencies, yet its application to final year project supervision remained under-researched. The investigation addresses the gap by examining outcomes when this protocol structures the supervision process for final year project completion.

Methods and approach

A mixed-method research design employing concurrent triangulation was utilized to assess the effects of the F&SA protocol implementation. Five distinct aspects were evaluated using a structured assessment scale. The protocol was applied during final year project supervision in teacher education contexts, with data collection capturing both quantitative ratings and qualitative dimensions of the assessment experience and student development outcomes.

Key Findings

All five assessed dimensions yielded high ratings. Quantitative and qualitative findings demonstrated clear evidence of student acquisition and development of transversal competencies alongside positive overall evaluations of the F&SA protocol's utility. Observable improvements emerged in student interest, initiative, and commitment throughout the supervision process. Autonomy and problem-solving competencies demonstrated particularly pronounced development relative to other measured dimensions.

Implications

The developed protocol successfully established continuity in assessment practices across final year project supervision while enhancing explicit visibility of competencies required for project completion. The framework reduced discrepancies between faculty and student expectations regarding assessment standards and competency development pathways. These outcomes suggest F&SA protocols offer viable mechanisms for structured competency development in capstone project contexts.