Evaluative concepts and teaching practices in rural education in Colombia [Concepciones evaluativas y prácticas docentes en educación rural en Colombia]
DOI:
https://doi.org/10.62574/rmpi.v6i1.495Keywords:
rural education, education system, educational institutionsAbstract
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.
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