Results of Applying a Formative and Shared Assessment Protocol in the Preparation of Final Year Projects in Teacher Education

(1) Background: Formative and Shared Assessment (F&SA) in teacher education (TE) is a formative model that has shown good results in developing both transversal and teaching competencies. Nevertheless, there seems to be a gap in its use for guiding final year projects (FYP). Therefore, in this study, we asked the following research question: what results are obtained after applying an F&SA protocol during FYP supervision in TE? (2) Methods: a mixed-method research design was used through a concurrent triangulation model; (3) Results: all five aspects assessed with the scale received high ratings. The most notable results include clear evidence of students’ acquisition and development of transversal competencies; a positive overall evaluation of the F&SA protocol; and improvements in students’ interest, initiative, and commitment; (4) conclusions: the protocol developed enabled continuity in assessment, enhanced visibility of the competencies needed to complete final projects, and reduced discrepancies between teachers and students. Autonomy and problem solving stand out as the most developed competencies.