Students’ and teachers’ perspectives on attention to diversity in assessment practices in Spanish primary education bilingual programs

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.