Assessment Practices in Educational Innovation: A Multi-Case Analysis in Catalan Schools

Abstract

This research explores the relationship between educational innovation and assessment practices, examining how the adoption of new teaching methodologies can influence assessment processes within schools. A multi-case study conducted in three Catalan schools participating in the educational innovation program "SUMMEM Project," which is based on interdisciplinary methodologies, transversal skills, and inclusive teaching, analyzes various levels of assessment practice configuration. It investigates the teachers' assessment approach, the assessment program, and the assessment tasks, exploring the link between assessment and the teaching-learning process. The goal is to understand how assessment practices are transforming and how teachers' assessment competencies are evolving to make teaching, learning, and assessment processes more inclusive and formative.