Assessment strategies during the implementation of the Action Oriented Approach: The case of the Regional Directorate of Education of San Carlos, Alajuela, Between 2017 and 2023
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| Nhiều tác giả: | , |
|---|---|
| Định dạng: | artículo original |
| Trạng thái: | Versión publicada |
| Ngày xuất bản: | 2025 |
| Miêu tả: | In 2017, the Ministry of Public Education (MEP) began implementing new English curricula focused on the Action Oriented Approach (AOA) at the first-grade level, completing its implementation at the sixth-grade level in 2022. These new programs aim to develop communicative competencies in English as a 21st-century learner skill. A key aspect of the programs’ success is the assessment practices applied to students. For this reason, the present article aims to analyze the assessment strategies used by second-cycle English teachers of the Regional Directorate of Education of San Carlos (MEP) and their alignment with the Action Oriented Approach, as well as to describe the perceived effectiveness of these practices and their relationship to student learning in the second cycle of primary education between 2017 and 2023. A mixed-methods approach with a descriptive focus was used. The main finding was that diagnostic, formative, and summative techniques are being used, but contradictions were found in the effectiveness of their implementation concerning the AOA and the students' actual learning. |
| Quốc gia: | Portal de Revistas UNED |
| Tổ chức giáo dục: | Universidad Estatal a Distancia |
| Repositorio: | Portal de Revistas UNED |
| Ngôn ngữ: | Español |
| OAI Identifier: | oai:revistas.investiga.uned.ac.cr:article/5980 |
| Truy cập trực tuyến: | https://revistas.uned.ac.cr/index.php/espiga/article/view/5980 |
| Từ khóa: | Evaluación de la educación Enseñanza de idioma Proceso de aprendizaje Assessment of education Language teaching Learning process Évaluation de l’enseignement Enseignement des langues Processus d’apprentissage |