2025/04/18 by Pedro Álvarez-Mosquera, Luisa María González Rodríguez, Ramiro Durán Martínez · 1 voice
Arts and Humanities · #Second Language Learning and Teaching
paper · doi:10.1075/jicb.23032.alv
openalex publication_date 2025/04/18 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28
Abstract This study investigates teachers’ and students’ perceptions on diversity-sensitive assessment practices in Spanish primary education bilingual programs. A survey was conducted among teachers ( n = 297) and students ( n = 2,626) to gather data related to teachers’ use of feedback, differentiated assessment tools, and the provision of extra time during exams to respond to students’ needs. The findings suggest that teachers have a more positive perception of their ability to address heterogeneity in assessment than students, who emphasize the need for enhanced diversity measures. The impact of variables, such as type of teacher, school or bilingual program, on teachers’ attention to diversity in assessment is also analysed.