Evaluation Practices for Learning in Primary School Classrooms: Obstacles and Opportunities Expressed by Teachers

Abstract

In educational research, there is consensus regarding the necessity of implementing assessment practices aligned with constructivist teaching perspectives that foster learning. However, real-world scenarios present obstacles and opportunities arising from the context and conditions in which teachers operate. To comprehend educational practices in primary schools and reflect upon them, an educational workshop was conducted in the city of Tandil, led by an expert in the field. Prior to the workshop, participating teachers (33) completed a questionnaire, the responses of which are considered in this study. Categorization was conducted based on the assumed theoretical framework, emphasizing assessment integrated into the learning process, diverse strategies, and feedback, resulting in three complementary analyses. It was concluded that, based on the discourse surrounding the evaluative practices of participating teachers, there is a gradual integration of concepts associated with learning-oriented assessment. However, tensions related to working conditions and the social environment were identified, limiting the full implementation of strategies aimed at establishing a learning-centered assessment in primary school classrooms.