Educational Assessment for Equity: Initial Teacher Training and Literacy

Abstract

This article focuses on understanding the opportunities provided by literacy in Initial Teacher Education (ITE) for recognizing social injustices and the need for greater equity in school education. Conceptually, it recognizes that academic writing is a didactic strategy that facilitates reflection on the challenges teachers face in training, specifically, the narrative technique for writing short stories. In methodological terms, it uses a hermeneutic qualitative design with a focus on narrative thematic analysis. The results indicate that the participants relate their school experiences associated with educational evaluation practices focused on academic performance, which they relate to exclusionary senses of evaluation in the classroom. The identification of these meanings provides an opportunity to reflect on social injustices and the need for strategies to counteract inequity in school. In addition, they allow participants to reflect on their future teaching practices, which represents a systematic way of reflecting on the design of learning situations that re-signify educational evaluation.