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The eco-social crisis urges the transformation of teacher training programmes. It is imperative for educators to be able to respond to global challenges. This transformation involves working from new perspectives that integrate assessment processes focused on eco-social justice and inclusion from a broad perspective. Bearing this in mind, a training process focused on the theoretical construction of assessment practice from the perspective of Education for Sustainability and Inclusive Education was designed. It is framed within the context of the Master’s Degree in Educational Research for Teachers’ Professional Development. The study presented, which is of a qualitative and interpretative nature, focuses on knowing the impact of the process in the progression of the participating students’ ideas and knowledge construction. The students’ group work, two questionnaires of a different nature and a teaching journal, were used to collect data. Likewise, an ad hoc analysis system was developed that allowed transforming and interpreting the data obtained. The results show progress in the ideas and knowledge of the students in aspects related to the socio-environmental and ethical dimension of the assessment, integrating the principles of Education for Sustainability and Inclusive Education in the design of assessment activities in the classroom. The results reflect that the developed training process has influenced the complexity of the ideas of the students with regard to the content worked on. The proposal could hence serve as a reference for other training processes that have similar characteristics. |
