Contextual contrast of assessment practices in Catalonia and Tuscany

For teachers, assessment practices continue to be an aspect of the educational process that presents certain difficulties, which is why in many countries regulation at different levels has been proposed. This article proposes a descriptive analysis of the assessment practices of pre-school, primary and secondary school teachers of seven schools in Catalonia (Spain) and four in Tuscany (Italy). The study focuses on three criteria for the planning and development of assessment practices: the perception of importance, competence and use. The most relevant results of this study using the ActEval assessment practices questionnaire (Quesada et al., 2013) show low student participation and coordination between teachers in the planning and implementation of the assessment practices in both regions. As a general conclusion, there is greater alignment between the three criteria in Tuscany than in Catalonia