Teacher knowledge about learning assessment and its application in assessment practice in public Basic Education schools in the Eastern Zone

Abstract

The study conducted by the University of Oriente, through an agreement with the Ministry of Education (MINED), aimed to determine whether teachers' knowledge of learning assessment influences their assessment practices. The methodology used to collect the data was quantitative, descriptive, and correlational.

The results confirmed that the functionality and agents of assessment, as well as competency-based assessment, influence and promote its application in public schools. Therefore, the pedagogical process cannot be conceived without learning assessment. If content is taught, the most effective way to determine how well students have grasped the material is through assessment, in any of its possible forms (traditional exams, objective tests, or others).