Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 6(1), 30-37, 2026
https://doi.org/10.62574/rmpi.v6i1.495
30
Evaluative concepts and teaching practices in rural education in Colombia
Concepciones evaluativas y prácticas docentes en educación rural en
Colombia
Jonatan Eduardo Guerra-García
Jonatanguerra.est@umecit.edu.pa
Universidad Metropolitana de Educación Ciencia y Tecnología (UMECIT), Panamá, Provincia de
Panamá, Panamá
https://orcid.org/0000-0001-8279-856X
ABSTRACT
The objective of the research was to analyse evaluative concepts and teaching practices in rural education
in Colombia. It was developed under a holistic paradigm with a qualitative approach and multiple case
study design, involving 12 Spanish language teachers from three rural institutions in Montería through
semi-structured interviews, non-participant observations and discussion groups. The results reveal tension
between traditional conceptions (58%) focused on measurement and formative approaches (42%), with a
predominance of objective tests (63%) and little specific feedback. The conditions of rurality, multi-grade
classrooms, precarious resources, and socio-economic limitations condition the possibilities for
assessment, although the territorial context offers formative potential through community knowledge that is
rarely recognised in standardised assessments. Valuable contextualised adaptations (portfolios, territorial
projects) were identified, but these remain isolated initiatives without institutional systematisation, limited
by the pressure for standardised results, which generates paradoxes between situated pedagogies and
homogenising demands.
Descriptors: rural education; education system; educational institutions. (Source: UNESCO Thesaurus).
RESUMEN
El objetivo de la investigación se basó en analizar las concepciones evaluativas y prácticas docentes en
educación rural en Colombia. Se desarrolló bajo paradigma holístico con enfoque cualitativo y diseño de
estudio de caso múltiple, involucrando 12 docentes de lengua castellana de tres instituciones rurales de
Montería mediante entrevistas semiestructuradas, observaciones no participantes y grupos de discusión.
Los resultados revelan tensión entre concepciones tradicionales (58%) centradas en medición y enfoques
formativos (42%), con predominio de pruebas objetivas (63%) y escasa retroalimentación específica. Las
condiciones de ruralidad aulas multigrado, precariedad de recursos, limitaciones socioeconómicas
condicionan las posibilidades evaluativas, aunque el contexto territorial ofrece potencialidades formativas
mediante saberes comunitarios raramente reconocidos en evaluaciones estandarizadas. Se identificaron
adaptaciones contextualizadas valiosas (portafolios, proyectos territoriales) que permanecen como
iniciativas aisladas sin sistematización institucional, limitadas por presión de resultados estandarizados
que genera paradojas entre pedagogías situadas y demandas homogeneizantes.
Descriptores: educación rural; sistema educativo; instituciones de enseñanza. (Fuente: Tesauro
UNESCO).
Received: 18/11/2025. Reviewed: 26/11/2025. Approved: 16/12/2024. Published: 16/01/2026.
Research articles section
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 6(1), 30-37, 2026
Concepciones evaluativas y prácticas docentes en educación rural en Colombia
Evaluative concepts and teaching practices in rural education in Colombia
Jonatan Eduardo Guerra-García
31
INTRODUCTION
The assessment of learning is an essential component for understanding and transforming
teaching practices, especially in rural contexts where structural, social and cultural conditions
have specific characteristics that require tailored educational responses, as argued by Moreno
et al. (2019) when analysing educational processes in territories with distinctive characteristics.
In the Latin American context, the use of standardised assessments has generated debate
about their relevance in diverse territories, as they tend to obscure local realities and, in turn,
reproduce educational inequalities, as pointed out by Ravela et al. (2018) in their studies on
measurement systems in the region.
Within the Colombian education system, assessment is governed by Decree 1290 of 2009
(Ministry of National Education, 2009), which establishes formative assessment as the central
pedagogical orientation for teaching and learning processes. However, multiple studies indicate
that there is a persistent tension between this regulatory framework and actual assessment
practices in institutions, particularly in rural areas where material and educational conditions
differ substantially from the urban context, as documented by Santos-Guerra (2020) in his
analyses of educational assessment. Likewise, rural institutions face limitations in infrastructure,
teaching resources and access to continuing teacher training, which conditions the ways in
which assessment is conceived and implemented in everyday school life, a situation that has
been studied by Pérez and Montoya (2021) in their examination of pedagogical realities in
remote areas.
With regard to the department of Córdoba, educational indicators are worrying and deserve
priority attention in regional public policies. According to DANE (2022), the illiteracy rate in rural
areas reaches 9.2%, contrasting significantly with the 2.7% urban rate, reflecting historical
inequalities in access to educational opportunities. Similarly, standardised test results show
significant gaps between rural and urban students, with rural institutions consistently performing
at lower levels according to ICFES reports (2023). These figures reflect not only learning
limitations, but also questions about the relevance of the assessment tools used and their ability
to recognise the knowledge constructed in rural contexts.
The teaching of Spanish in rural contexts takes on substantive relevance, as it constitutes a
cross-cutting area for the development of communication skills that enable access to knowledge
in all disciplines, as Cassany (2019) argues when examining literacy practices in various
educational contexts. However, assessment approaches in this area tend to prioritise the
measurement of grammatical content over the development of functional communication skills,
a situation that Lomas (2018) identifies as a disconnect between the educational objectives of
the curriculum and actual classroom practices. In this sense, this gap between educational
objectives and assessment practices is accentuated in rural areas, where students' cultural and
linguistic references differ from the assumptions in curricula and standardised assessments that
tend to homogenise educational experiences.
In this regard, Prieto and Contreras (2018) identified that teachers with traditional conceptions
tend to favour summative and quantitative assessment, while those who hold constructivist
perspectives implement more varied and formative strategies that recognise the learning
process. Meanwhile, in rural Latin American contexts, research such as that carried out by Díaz
et al. (2023) reveals that teachers develop contextualised assessment adaptations, although
often intuitively and without institutional systematisation that would allow these pedagogical
experiences to be shared.
From the constructivist perspective of assessment, theoretically supported by authors such as
Black and Wiliam (2018), it is proposed that assessment should be a tool for learning and not
merely a measure of it, which implies transforming traditional practices centred on grading. In
this vein, this approach involves actively engaging students through specific feedback,
transparent criteria, and opportunities for self-regulation that allow them to understand and
improve their learning processes. On the other hand, sociocultural theory emphasises that all
assessment occurs in specific cultural contexts that determine what is valued as legitimate
learning, as Vygotsky (1978) argued when developing his contributions on cognitive
development in social contexts.
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 6(1), 30-37, 2026
Concepciones evaluativas y prácticas docentes en educación rural en Colombia
Evaluative concepts and teaching practices in rural education in Colombia
Jonatan Eduardo Guerra-García
32
This research sought to understand the assessment concepts and practices of Spanish
language teachers in three rural educational institutions in the municipality of Montería (La
Victoria, Kilómetro 12 and Patio Bonito), recognising the teachers' voice as a legitimate source
of situated pedagogical knowledge that emerges from everyday experience in the classroom. In
this sense, the study sought to transcend deficit views of rurality to identify the knowledge,
tensions, and adaptations that teachers develop in their specific contexts, valuing their
strategies as creative responses to the material and cultural conditions in which they carry out
their educational work.
Consequently, the objective of the research was based on analysing evaluative conceptions
and teaching practices in rural education in Colombia.
METHOD
The research was developed under the holistic paradigm, which integrates multiple
methodological perspectives to understand complex phenomena in their entirety (Hurtado,
2020). A qualitative approach with a multiple case study design was adopted, which allowed for
the exploration of the particularities of each educational institution while maintaining the
possibility of comparative analysis (Stake, 2017). The holopractical method guided the
articulation of the perceptual, apprehensive, comprehensive, and integrative levels of the
research (Barrera, 2018).
The participants were 12 Spanish language teachers from the educational institutions La
Victoria (4 teachers), Kilómetro 12 (4 teachers) and Patio Bonito (4 teachers), located in the
rural area of Montería. The inclusion criteria were: teaching Spanish with a minimum of 2 years'
experience, current employment at the institution and voluntary participation through informed
consent. Teachers with provisional appointments of less than 6 months were excluded. The
average age of the participants was 42 years (range 28-58), with teaching experience ranging
from 3 to 22 years, while 67% had postgraduate training in education.
Data collection techniques included: semi-structured individual interviews (12 interviews lasting
60-90 minutes), non-participant classroom observations (24 observations lasting 90 minutes
each) and three discussion groups (one per institution, with four participants each). The
interviews explored conceptions of assessment, assessment criteria, instruments used, and
perceptions of rurality as an evaluative condition, while the observations recorded evaluative
practices in context using structured guides. The focus groups allowed for a deeper exploration
of the tensions, adaptations, and training needs identified.
Data processing was performed using content analysis with thematic coding assisted by
ATLAS.ti version 9 software. Semantic networks were constructed that linked emerging
categories: evaluative conceptions, use of evaluation, contextual adaptations, and pedagogical
tensions. Categorical triangulation allowed for the comparison of data between the three
collection techniques and between the participating institutions (Flick, 2018). Credibility criteria
were applied through verification with participants, transferability through dense contextual
descriptions, and confirmability through auditing of the analytical process.
Ethical considerations were governed by the principles of autonomy, beneficence, non-
maleficence, and justice. Informed consent was obtained from all participants, ensuring
confidentiality through identification codes, while the protocol was endorsed by the university's
ethics committee. Ethical particularities of the rural context were recognised, including cultural
sensitivity and feedback of results to the participating communities.
RESULTS
Evaluative conceptions in tension
Participating teachers expressed heterogeneous evaluative conceptions that ranged from
traditional perspectives to formative approaches. Fifty-eight per cent of the statements in
interviews associated evaluation with the measurement of knowledge through written tests:
‘Evaluation is measuring how much students have learned’ (Teacher 3, IE La Victoria). This
conception is linked to practices focused on numerical grading and performance comparison.
However, a formative discourse also emerged in 42% of the references, which conceives
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 6(1), 30-37, 2026
Concepciones evaluativas y prácticas docentes en educación rural en Colombia
Evaluative concepts and teaching practices in rural education in Colombia
Jonatan Eduardo Guerra-García
33
assessment as a feedback process: ‘Assessing is seeing how the student is doing in order to
help them improve’ (Teacher 7, IE Kilómetro 12). This discursive tension is reflected in practical
ambiguities, where teachers who verbalise formative perspectives predominantly implement
summative assessments at the end of periods, with little process feedback.
Traditional conceptions are associated with institutional factors: pressure for results in
standardised tests (mentioned by 11 teachers), numerical grading formats required in
institutional systems (9 teachers) and limited training in alternative assessment (10 teachers).
Teachers with more experience (more than 15 years) tended toward more traditional
conceptions, while young teachers (less than 5 years) expressed openness to formative
approaches, although with difficulties in implementation due to a lack of institutional support.
Assessment practices observed
Classroom observations revealed a predominance of traditional instruments: objective written
tests (63% of the assessments observed), individual workshops with quantitative assessment
(28%), and oral participation without explicit criteria (9%). Specific feedback was scarce; only in
3 of the 24 observations was detailed individual feedback on strengths and areas for
improvement recorded. However, valuable contextual adaptation practices emerged. Four
teachers (33%) implemented portfolios of evidence documenting writing processes: ‘I ask them
to keep all their drafts so they can see how they improve’ (Teacher 5, IE Patio Bonito). Three
teachers (25%) developed classroom projects linked to community issues: research on local
crops, documentation of oral traditions, and production of rural newspapers. These experiences
integrated authentic assessment, although without institutional systematisation.
Co-evaluation and self-evaluation were implemented marginally (2 teachers, 17%), generally at
the end of periods using standardised formats without process reflection. The evaluation criteria
were rarely made explicit to students; only one teacher presented a detailed rubric before an
evaluative activity. This opacity of criteria generates student uncertainty about performance
expectations.
Pedagogical use of assessment results
The analysis revealed limited use of assessment information for formative purposes by the
participating teachers. The results were used predominantly for assigning periodic grades
(100% of cases) and communicating with families (83%), but rarely for adjusting teaching
strategies to respond to identified needs. Only three teachers (25%) reported modifying their
lesson plans based on difficulties identified in assessments, as one of them stated: ‘If I see that
they did not understand a topic, I explain it again’ (Teacher 2, IE La Victoria). However, these
types of adjustments are basic and do not respond to a systematic reflection on learning
processes, limiting themselves to repetitions of content without methodological variation.
The discussion groups showed that teachers perceive assessment more as an administrative
requirement than as a pedagogical tool with transformative potential. In this sense, the minutes
of the assessment committees analysed mainly document pass rates and lists of students in
difficulty, without analysing causal factors or differentiated improvement strategies that address
the particularities of each case. Likewise, feedback to students focuses on pointing out errors,
with minimal guidance on how to overcome them, which contradicts the principles of formative
assessment that emphasise support in the learning process.
Rural conditions and assessment implications
Teachers identified multiple rural conditions that significantly affect assessment practices. The
heterogeneity of levels in multigrade classrooms (present in 6 of 12 classrooms observed)
makes it difficult to implement differentiated assessments, as one of the participants explains: ‘I
have 6th, 7th and 8th grade students together, it is complicated to assess each one according
to their level’ (Teacher 9, IE Patio Bonito). Consequently, this situation creates tension between
graded curriculum standards and the realities of multilevel teaching, forcing teachers to develop
alternative strategies that are rarely recognised in institutional assessment systems.
The scarcity of technological resources, for its part, limits assessment methods that could enrich
learning processes. No institution has stable internet connectivity; in fact, only three computers
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 6(1), 30-37, 2026
Concepciones evaluativas y prácticas docentes en educación rural en Colombia
Evaluative concepts and teaching practices in rural education in Colombia
Jonatan Eduardo Guerra-García
34
per institution are available on average, although these are mainly used for administrative tasks.
In this context, assessments that require consultation of digital sources or multimedia production
are unfeasible, while the precarious state of school libraries (an average of 150 books per
institution) restricts assessments based on independent reading of diverse texts that would
allow for the development of broad reading skills.
Family socioeconomic conditions also limit assessment possibilities in everyday school life.
Teachers reported that students often lack basic materials (paper, pencils), which limits
extensive written work or activities that require specific resources. At the same time, family work
responsibilities (agricultural work, caring for younger siblings) make it difficult to assign
homework, as one teacher points out: ‘I can't ask them to do a lot of work at home because
some of them have to go to work with their parents’ (Teacher 1, IE La Victoria). This reality
therefore creates inequality when comparing performance with urban benchmarks that assume
the availability of time and resources, without considering the particularities of rural areas.
Paradoxically, teachers also identified the potential of the rural context to enrich the educational
process. The connection with the territory enables authentic assessments linked to the students'
life experiences: ‘When we assess the river or crops, the students know a lot because they live
it’ (Teacher 11, IE Kilómetro 12). In contrast to material limitations, community knowledge about
agricultural practices, traditional cuisine, natural medicine, and local cultural expressions
constitutes cognitive capital that is rarely recognised in standardised curricula and assessments,
despite its educational and cultural value.
Triangulation between instruments showed consistency in the results obtained throughout the
research process. The tensions between conceptions were evident both in discourse (interviews
and groups) and in practice (observations), allowing for an understanding of the complexity of
assessment dynamics. Furthermore, the contextual adaptations identified in observations were
corroborated and expanded upon in discussion groups, where teachers shared experiences of
situated assessment that were not directly observed but were significant for understanding their
everyday teaching strategies.
DISCUSSION
The tensions between traditional and formative conceptions identified coincide with previous
research conducted in Latin American contexts. In this regard, Prieto and Contreras (2018)
documented a similar contradictory coexistence between renewed discourses and conservative
practices among Chilean teachers, which shows that these tensions transcend national borders.
This gap suggests that the appropriation of formative approaches requires more than discursive
changes; in fact, it demands transformations in institutional cultures, accountability systems, and
material conditions of teaching work that enable the implementation of learning-centred
assessments.
The pressure for results in standardised tests emerges as an inhibiting factor for formative
assessment in the institutions studied. In this regard, Santos-Guerra (2020) warns about the
evaluative tyranny that reduces teaching to exam preparation, relegating knowledge-building
processes that are essential for comprehensive education. In rural Colombian contexts, this
pressure is particularly problematic, as institutions systematically occupy low positions in
rankings that do not consider unequal starting conditions or territorial particularities.
Consequently, teachers face the paradox of responding to standardised logic through
contextualised pedagogies, generating conflicts between their pedagogical convictions and
institutional demands.
The contextual adaptation practices observed (portfolios, projects linked to the territory,
documentation of community knowledge) represent valuable efforts towards educational justice
that deserve recognition. These strategies coincide with the views of Díaz et al. (2023) on the
need for assessments that recognise diverse cultural repertoires and value knowledge
constructed in specific contexts. However, the absence of institutional systematisation limits
their potential, leaving them as isolated initiatives that are not articulated in institutional
pedagogical models capable of granting them legitimacy and continuity over time.
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 6(1), 30-37, 2026
Concepciones evaluativas y prácticas docentes en educación rural en Colombia
Evaluative concepts and teaching practices in rural education in Colombia
Jonatan Eduardo Guerra-García
35
The lack of specific feedback identified contradicts fundamental principles of formative
assessment outlined in the specialised literature. In this vein, Black and Wiliam (2018)
demonstrate that feedback is the assessment factor with the greatest impact on learning, even
more so than the quality of the tests administered to students. Feedback should be timely,
specific and provide guidance on how to improve performance. However, the results reveal that
rural teachers lack the time and training to implement quality feedback, resulting in an
assessment that is solely certifying in nature and limited to assigning grades without
pedagogical support.
The opacity of assessment criteria represents an ethical and pedagogical problem that affects
equity in educational processes. On this point, Ravela et al. (2018) argue that fair assessment
requires transparency about what is being assessed and how it is graded, allowing students to
understand learning expectations. The absence of explicit rubrics or criteria generates student
uncertainty and inhibits possibilities for self-regulation of learning, limiting the development of
metacognitive skills (Fontalvo-Gómez, 2025 and Torres-Calderón et al., 2024). In contexts of
socio-educational vulnerability, this opacity reproduces inequalities, as students with less
cultural capital have fewer implicit references to interpret teachers' expectations, putting them at
a disadvantage in the face of unclear assessment processes.
CONCLUSION
The analysis of assessment concepts and practices in rural educational institutions in Montería
shows that there is a marked contradiction between formal pedagogical discourse and concrete
actions in the classroom, where traditional instruments focused on objective written tests (63%)
and quantitative assessment predominate, with little specific feedback and implicit assessment
criteria that generate opacity and inequality for students with less cultural capital. Although the
structural conditions of rurality—multi-grade classrooms, precarious technological and
bibliographic resources, and material limitations—substantially condition assessment
possibilities, the territorial context offers valuable educational potential through community
knowledge of agricultural practices, oral traditions, and local knowledge that are rarely
recognised in standardised assessments.
In contrast, the contextualised adaptations identified (process portfolios, projects linked to
community issues) represent efforts at educational justice that remain isolated initiatives without
institutional systematisation, limited by the pressure for results in standardised tests, which
generates the paradox of demanding homogenised responses through situated pedagogies.
Therefore, the transformation of assessment practices in these contexts requires changes in
institutional cultures, accountability systems, and the material conditions of teaching work,
recognising the situated pedagogical knowledge that rural teachers build on a daily basis,
offering specific training in formative assessment, and creating spaces for the systematisation of
contextualised experiences that allow for progress towards assessments that recognise
territorial diversity and promote meaningful learning.
FUNDING
Non-monetary
CONFLICT OF INTEREST
There is no conflict of interest with individuals or institutions linked to the research.
ACKNOWLEDGEMENTS
Metropolitan University of Education, Science and Technology (UMECIT), Province of Panama.
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 6(1), 30-37, 2026
Concepciones evaluativas y prácticas docentes en educación rural en Colombia
Evaluative concepts and teaching practices in rural education in Colombia
Jonatan Eduardo Guerra-García
36
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Multidisciplinary Journal Investigative Perspectives
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Evaluative concepts and teaching practices in rural education in Colombia
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Copyright: 2026 By the authors. This article is open access and distributed under the terms and conditions of
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