Prácticas y concepto de evaluación prevalentes en docentes de los niveles primario y secundario

The purpose of this study was to describe the most used assessment practices and the predominant assessment concept in 522 primary and secondary school teachers in Argentine private educational institutions. A questionnaire with sociodemographic questions, information about the frequency of use of assessment practices, and open-ended questions which explore teachers’ concept of assessment was administered. Descriptive analyzes were performed to find the most widely used evaluation practices, in addition to qualitative analysis, to discover the predominant evaluation concepts. It was found that the most common forms of evaluation are the following: (a) in the first cycle of primary school, written exams with exercises similar to those given in class, individual practical work, and oral exams; (b) in the second cycle of primary school, individual practical assignments, written exams with exercises similar to those given in class, and oral exams; (c) at the secondary level, individual practical assignments, group practical assignments, and written exams with exercises similar to those given in class. The least used instrument is the portfolio. Regarding the concept of evaluation, 25 categories were found. The 10 most frequent categories highlight evaluation as a means of making the invisible visible and observing details; verification of conceptual content; error detection, leveling and correction; improvement, change and opportunity; monitoring of a process; measurement, the way of knowing a student in-depth; building; synonymous with self-evaluation; learning. The evaluation practices that predominate in the three levels can be classified as traditional and incomplete for the evaluation of competences. The prevailing assessment concepts reveal a tension between authentic assessment and traditional or measurement assessment.