Dear Colleagues,

This collection brings together innovative research and experiences focused on Formative and Shared Assessment (F&SA) in Teacher Education (TE), a field of growing importance for improving educational quality. The primary objective of formative assessment is to improve ongoing teaching and learning processes, while shared assessment refers to students’ participation in their own assessment process through various techniques such as self-assessment, co-assessment or peer assessment, self-grading, or collaborative grading. Formative Assessment and Shared Assessment do not necessarily have to be used together, but the benefits and results of combining them reinforce their synergy. The main advantages of F&SA systems are the improvement and self-regulation of student learning through constant teacher–student and/or student–student feedback processes; they help transform students’ abilities into competencies; and they facilitate the transfer of knowledge gained in teacher education to real-world classroom practice as teachers.

The studies included in this collection analyze different strategies, tools, and models for implementing Formative and Shared Assessment in teacher education contexts. Taken together, they provide evidence of how these approaches contribute to the development of professional competencies, self-regulated learning, critical reflection, and the creation of a more democratic, participatory assessment culture focused on the continuous improvement of future teachers.

Dr. Miriam Molina Soria
Dr. José Luis Aparicio-Herguedas
Collection Editors