Evaluative Conceptions in Initial Teacher Education in Educational Psychology in Ecuador: An Analysis from a Constructivist Perspective

Abstract

Educational assessment in Ecuador is a continuous, participatory, and contextualised pedagogical process aimed at improving the quality of learning within the National Education System. It goes beyond merely measuring knowledge, focusing instead on feedback and academic reinforcement to ensure the achievement of the objectives set out in the national curriculum. Over time, assessment has evolved to become a central pillar of educational research, incorporating both theoretical and practical approaches that address the diversity and specific needs of Ecuadorian students. This study, employing an exploratory qualitative approach, analysed ten subject programmes from Initial Teacher Training in Educational Psychology in Ecuador, alongside a review of twenty-five bibliographies to explore the prevailing evaluative conceptions. Multiple approaches were identified, including authentic assessment, continuous assessment, communicative assessment, constructivist, qualitative-formative, edumetric, mediating, competency-based, and regulatory assessment. It was observed that, although evaluation training is grounded in differentiated constructivist approaches, some subjects integrate several evaluative conceptions. This fosters a broad and enriched understanding of the assessment process within teacher education. The findings highlight the importance of including dedicated assessment subjects in all teacher training courses to keep future professionals updated and improve their practices within a dynamic and diverse educational context.