With the Bologna Process in European higher education, teaching focuses on the learning and autonomous work of the future teachers of the 1st cycle of basic education, which brings the need of the practice of formative assessment of their different learning paths. In order to characterize the practices of learning assessment of future teachers of the 1st cycle of basic education, we did an analysis of points on the assessment of learning of the discipline’s programs of courses in the second cycle of training, concerning those teachers at the University of Tras-os-Montes and Alto Douro. We were able to conclude that the planned assessment practices are mainly summative in nature although some disciplines have some elements of the practice of formative assessment.
Higher education; Initial teacher education; Assessment of learning
