Evaluation of Spanish learning in Seventh Grade students in Panama: A process beyond memorization.

Abstract

The Panamanian educational system, like those of many Latin American countries, embarked on a process of curricular transformation that directed the educational model towards competency-oriented learning. The research carried out analyzes the way in which the evaluation of learning is currently being carried out in the subject of Spanish in seventh grade students. It was based on a bibliographic review of the evaluation guidelines created by the Ministry of Education, subject programs of the General Basic Education of Panama, an approach through a mixed research model to the evaluation instruments used by teachers in their evaluative practice. . Likewise, a questionnaire was applied in order to collect data about the activities and evaluation instruments used by the teacher. The article deals with the results that reflect discrepancies between the official evaluation policies and the reality in the classroom. Emphasizing later on the practices that the teacher must carry out so that it is an evaluation of learning focused on competencies. It is concluded that the evaluation within the teaching and learning process must be properly planned with strategies that measure knowledge, processes and attitudes.