To identify the achievement of competencies, assessment must refer to the results, which requires the use of various tools and evaluation strategies. Alongside the reflection on results, this allows for the continuous improvement of the resources used. The research has aimed to provide a description of classroom assessment and how it is taught in teacher education. A quantitative study was conducted using a Likert-type scale, with Cronbach's alpha for validation and the KMO measure for factor analysis. It is emphasized that the development of classroom assessment enables learning and understanding of how assessment is linked to teaching as part of a continuos improvement process.
Gonzáles et al. (Tue,) studied this question.