Classroom Assessment Practices and Evaluative Literacy: A Qualitative Approach

Authors

DOI:

https://doi.org/10.32719/26312816.2022.6.1.9

Keywords:

assessment, grading, literacy, teachers

Abstract

This article investigated to what extent the teaching practices of evaluation in the classroom reflect a level of evaluative literacy. Through the use of qualitative methodology, the semi-structured interview was used as the main data collection technique and the ATLAS.ti 22 software was used for data reduction. Eleven active Basic Education teachers participated in the study, selected in an intentional non-probabilistic manner. The results show a diversified use of instruments for evaluation in the classroom, that teachers use academic and non-academic aspects to accredit qualification, ignorance of the main attributes of external evaluations, and a limited use of formative evaluation. It is concluded that they failed to identify the main attributes of external evaluations for their use in the classroom; By mixing academic and non-academic aspects in the qualifications, they did not achieve that they reflect the performance of the students and use various instruments for the evaluation, although these show deficiencies in the methodological training for its elaboration.

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Author Biographies

José Pérez-García, Centro Universitario CIFE. Cuernavaca, Morelos, México.

Doctoral candidate in Socioformation and Knowledge Society from the CIFE University Center in Cuernavaca, Mexico. Master's degree in Psychology with residency in educational evaluation from the National Autonomous University of Mexico. Professor of subject in the master's program of the Institute of Professional Updating of Durango, Mexico

María de los Ángeles López Ortega, Centro Universitario CIFE. Cuernavaca, Morelos, México.

Doctor in Psychoanalytic Research, Doctor in Art and Culture with a master's degree in Humanistic Psychotherapy and degrees in Business Administration and Psychology. Author of 8 books, book chapters, co-author of several articles. Professor of subject in various master's programs and doctorates in various universities

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Published

2023-03-01

How to Cite

Pérez-García, J., & López Ortega, M. de los Ángeles. (2023). Classroom Assessment Practices and Evaluative Literacy: A Qualitative Approach. Andean Journal of Education, 6(1), 000619. https://doi.org/10.32719/26312816.2022.6.1.9

Issue

Vol. 6 No. 1 (2022): Revista Andina de Educación 6(1) (noviembre, 2022-abril, 2023)

Section

Research

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Copyright (c) 2023 José Pérez-García, María de los Ángeles López Ortega

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