Resumen

MARTINEZ-RIZO, Felipe  y  MERCADO, Adriana. Research on Classroom Assessment Practices: A Literature Review. REDIE [online]. 2015, vol.17, n.1, pp.17-32. ISSN 1607-4041.

Some efforts to improve the quality of education are based on the idea that student performance improves if teacher uses formative assessment, but research is inconclusive about it. However, in many projects assessment practice has been characterized as formative or not considering only the presence or absence of previously specified behaviors, without considering finer aspects, such as the level of cognitive demand of content, or the way teachers give feedback. This paper summarizes the results of projects that explore in detail teachers' classroom assessment practices. The results will guide the design of tools to gather good quality information about teachers' practices.

Palabras llave : Educational practice; formative evaluation; elementary education; literature review.

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