Assessment approaches on the classroom in the latest national curricular designs of Peru

Abstract

In the context of classroom learning, two assessment approaches are mainly identified that present differences in relation to the effect on student learning and teacher teaching. One approach is identified as assessment of learning, oriented to results, to classify and categorize students based on the information collected. It is associated with the social qualification function. For its part, the assessment for learning approach is primarily oriented towards the students’ learning process and highlights the value of feedback and motivation. This article  presents an analysis of the presence of the two assessment approaches indicated in the latest three national curricular designs of Peru.