Assessment tools used by teachers in the second cycle of a private school in the city of Ñemby, 2023–2024

Abstract

Assessment tools make it possible to evidence student learning and must be used appropriately by teachers. In a private school in Ñemby during the 2023 academic year, it was identified that, in some cases, the instruments employed do not comprehensively reflect student learning, as they prioritize objective written tests, checklists, and notebook records over more dynamic assessment tools. The objective of the study was to describe the assessment instruments used by teachers in the second cycle. A mixed-methods approach was applied, including teacher interviews using open-ended questionnaires, documentary analysis through a checklist, and a quantitative survey of students using a closed-ended Likert-type questionnaire. The sample was intentional and consisted of six teachers and 60 students. The results showed the use of a variety of assessment instruments addressing conceptual, procedural, and attitudinal learning, in line with the constructivist approach. However, weaknesses were identified regarding feedback clarity, subjectivity in assessment, and attention to student diversity. It is concluded that there is a need to strengthen teacher training and diversify evaluation strategies to promote comprehensive assessment.