El lugar de la evaluación en seis currículos de lengua castellana en básica primaria

Abstract

This research analyzes the functions, approaches, and uses of educational assessment present in the Spanish Language curricula of six elementary schools in Colombia, with the aim of identifying the functions of assessment within these curricular documents. The study arises from tensions between traditional and formative conceptions of assessment that guide teaching and learning processes. To this end, theoretical perspectives on curriculum, educational assessment, and language were considered. Methodologically, a qualitative approach with a documentary analysis design was adopted, supported by a curricular analysis matrix. The findings reveal a predominance of functions focused on monitoring learning and verifying achievement, alongside formative perspectives aimed at educational improvement. It is concluded that the curricula incorporate diverse conceptions of assessment, reflecting tensions between control-oriented approaches and proposals focused on students’ holistic development.