Schools should be based on the principles of normalisation, inclusion and non-discrimination, so schools should have specialised teachers and resources for students with special educational needs (Law et al., 2019). All members of the educational community should feel responsible for the attention to diversity (Fernández, 2009). Families and the tutor of children with difficulties are often the first to become aware of these difficulties. In Spain, there are two professionals with competences in intervention with the population with language and communication difficulties: speech therapists and hearing and language teachers. According to Royal Decree 1440/1991 of 30 August, the hearing and language teacher is in charge of promoting and developing the prevention of language problems, enhancing communicative-linguistic skills and providing solutions to specific language and communication problems in an educational centre. According to Law 44/2003, of 21 November, "university graduates in Speech Therapy develop the activities of prevention, evaluation and recovery of hearing, phonation and language disorders, by means of therapeutic techniques specific to their discipline" (p.8). Among the functions of both professionals is the rehabilitation of children with oral language difficulties (Cifuentes-Lardín & Martínez-Ramón, 2018; Gallardo & Gallego, 1993).

In order to intervene with these children, an assessment of their language skills is required beforehand. Cohen (2001) explains the principles or requirements that guide the assessment process in children with language difficulties, such as that the assessor should have extensive knowledge of language development and processing, that the information should be collected in different areas and contexts in a longitudinal manner and from different perspectives: psycho-pedagogical, educational and socio-familial; and, of course, to know the different assessment strategies and instruments: interviews, standardised tests, questionnaires, observations. According to Wirz (1993), there are two methods for assessment, descriptive and prescriptive; descriptive methods, based on inductive reasoning, capture the behaviour of the person being assessed in order to find the problem; on the other hand, prescriptive methods are deductive and include standardised tests, which are widely used to diagnose oral language difficulties (Mendoza, 2010).

The university teacher has to design teaching-learning procedures so that the future professional learns in a practical way, among other contents, how to carry out linguistic assessment. For this reason, a joint teaching innovation project has been launched between the Bachelor's Degrees in Primary Education and Speech Therapy at the University of Valladolid (Spain). As stated by Nieva et al. (2015), in these university degrees students do not usually have enough real cases, which is detrimental to their practical training. For this reason, with the aim of initiating students in their professional practice in a real way so that they can optimise their future professional practice, this project aims to teach them how to apply different language assessment tests. This teaching-learning process is developed through the viewing of videos, where trainees are filmed, supervised by their tutors, applying language assessment tests on patients with real language difficulties. The student watches the videos, corrects the tests and draws up a brief evaluation report with the results obtained in them.

Once this process has been carried out, the general objective of this research is to find out student satisfaction with the correction of tests after a video viewing. In recent years, the importance of evaluating the teaching-learning process to improve teaching quality has increased; in fact, it is known that there is a direct relationship between satisfaction with the teaching students receive and academic success (Guzmán, 2011); therefore, we consider it essential to know in depth the opinion of the university student who has participated in this activity.

The research method consists of a Case Study (Simons, 2011) to gain in-depth knowledge of the activities carried out within the Teaching Innovation Project: Oral Language Assessment Guide, and the students' assessment of them. For this purpose, a mixed data collection design was used (McKim, 2017). The participants were 93 students enrolled in the Degree courses in Speech Therapy and Primary Education at the University of Valladolid (Spain). During the experience, the students carried out the following activities: - Fourth-year Speech Therapy students have been videotaped in their practice centres applying up to 17 standardised tests, scales or registers on real cases while being supervised by their practice tutors. - Each group, consisting of five or six students, chooses a test according to their interests, watches the video recording and corrects the test. - Each group records the results of the test they watched on the registration sheets corresponding to their test. - Afterwards, each group writes an evaluation report explaining the results obtained by the participants in the tests, adding conclusions and a diagnostic approach. Once the activities were completed, quantitative and qualitative satisfaction data were collected through a questionnaire designed ad hoc in Microsoft Forms. This questionnaire consists of nine Likert-type questions (1-5; 1 not at all agree and 5 strongly agree) and three open-ended questions. The Likert-type questions were as follows: - This practice is adequate in this subject. - The knowledge I had was sufficient for this internship. - I felt comfortable with the practical. - This test is difficult to apply. - The teacher's work has been of great help to carry out this activity. - I consider that I will apply this test in my future job. - I consider that this practice has been helpful for my learning. - I consider necessary the existence of an assessment guide to help me to know the assessment procedures. - I have been previously explained how the test was corrected and I have understood it clearly. The three open questions were as follows: Would you have changed anything about the internship? If yes: What would you have changed? And finally, do you have any comments to make?

After analysing the data, the students consider that this practice is adequate (4.73) and that it has been of great help for their learning (4.81) as it brings them closer to real daily practice with patients/cases with language difficulties and to their future work. In addition, they consider some assessment tests to be very difficult to apply and value as positive the previous training, carrying out these practices preferably with a video rather than with a real participant. At the same time, some students feel that they do not have enough knowledge with some tests to carry out this practice, this occurs with the Rapid Protocol for Pragmatic Evaluation-Revised (PREP-R) (Fernández-Urquiza et al., 2015), as they believe that they lack the necessary information to assess pragmatics with the PREP-R and correctly transcribe a sample. Despite having some difficulties with some tests, in general they confirm that the test had been correctly explained to them beforehand and that they had clearly understood it (4.1), and they also believe that the teacher's help has been essential to carry out this practice (4.2). In relation to the qualitative questions, the vast majority of students would not have changed anything about the practical, except that many of them, especially those who have the tests that they considered easier to apply, think that it would be more beneficial to carry out the assessment of the test in person, themselves, and not to correct it by watching a video recording. They also see the need to transcribe some of the tests as superfluous, and think that the practice has been rather long, although it is very useful for their future working life. In short, student satisfaction was positive.

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