(Re) thinking assessment in Initial Teacher Education when ICTs are involved

Abstract

This article seeks to refect on evaluation in ICTmediated Initial Teacher Education based on the doctoral research that has been developed on the subject. It is supported by the Education Training Council of Uruguay by granting a scholarship to carry it out.

In this line, we propose, on the one hand, to rethink ourselves as evaluators in a professional training framework where the evaluated will become evaluators. Thus, the evaluative practice shifts from accreditation as the ultimate goal, to the development of evaluative experiences that constitute a professional formative knowledge. On the other hand, evaluation is framed in the current context, highly technologized, with the need to develop teachers’ digital competences also in terms of ICT mediation in evaluation practices.