PEREZ-GARCIA, José    LOPEZ ORTEGA, María de los Ángeles. Classroom Assessment Practices and Evaluative Literacy: A Qualitative Approach. []. , 6, 1, e208. ISSN 2631-2816.  https://doi.org/10.32719/26312816.2022.6.1.9.

This article investigated to what extent the teaching practices of evaluation in the classroom reflect a level of evaluative literacy. Through the use of qualitative methodology, the semi-structured interview was used as the main data collection technique and the ATLAS.ti 22 software was used for data reduction. Eleven active Basic Education teachers participated in the study, selected in an intentional non-probabilistic manner. The results show a diversified use of instruments for evaluation in the classroom, that teachers use academic and non-academic aspects to accredit qualification, ignorance of the main attributes of external evaluations, and a limited use of formative evaluation. It is concluded that they failed to identify the main attributes of external evaluations for their use in the classroom; By mixing academic and non-academic aspects in the qualifications, they did not achieve that they reflect the performance of the students and use various instruments for the evaluation, although these show deficiencies in the methodological training for its elaboration.

: assessment; grading; literacy; teachers.

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