Use of learning assessment by public school teachers in Sonsonate

Abstract

The success or failure of changes in education depends largely on the way in which the different participants interpret the changes that are proposed to them. That is why this study characterizes the conceptions that teachers of two schools in the department of Sonsonate have in the use they give to the information generated by the evaluation of learning, given the key role that teachers play in the success or student failure. The methodology used is of a phenomenological descriptive type. The study was carried out in two educational centers in Sonsonate, the C.E Lotificación San Antonio in the Municipality of Sonsonate and C.E Cantón El Zapote in the municipality of Caluco, the former being selected for being part of the integrated Treasury system. Santa Clara and having been supported by technical assistance through an external implementer and the second by having technical assistance through local technical teams. The participants were teachers, directors, second cycle students, students who left the educational center and parents. family of second cycle students. Among the main findings found, a change has been found in the tendencies to use the evaluation only to award grades at the end of a didactic period and as an instrument of power towards the students, but more as an instrument to support learning.