Formative Assessment. Main challenges teachers face when implementing formative assessment in elementary school classrooms.

Authors

DOI:

https://doi.org/10.62451/rep.v3i3.128

Keywords:

Formative assessment, Basic education, Teaching practice, Resistance to change

Abstract

This article analyzes the main challenges faced by teachers after implementing formative assessment in basic education classrooms, in the context of the New Mexican School (NEM). Although this curricular proposal seeks to focus assessment on meaningful and continuous learning, teachers face resistance to change, social pressures, strict educational policies and institutional limitations to put formative assessment into practice. The research highlights that the traditional use of assessment as a control mechanism continues to persist, hindering the transformation towards student-centered assessment. It opts for strengthening continuous teacher training, fostering collaboration with families, promoting spaces for critical reflection and recovering pedagogical autonomy so that formative evaluation becomes a liberating, inclusive and authentic process. Therefore, the need for a cultural and professional transformation of the concept and practice of formative assessment in Mexico is highlighted.

Author Biography

Brisa Rodríguez-Guerrero, Universidad Autónoma del Estado de Hidalgo. México.

 

 

References

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Published

2025-09-04

How to Cite

Rodríguez-Guerrero, B., Montoya-Flores, J. F., & Rodríguez-Pérez, L. (2025). Formative Assessment. Main challenges teachers face when implementing formative assessment in elementary school classrooms. Revista Científica Episteme & Praxis, 3(3), 73–84. https://doi.org/10.62451/rep.v3i3.128

Issue

Vol. 3 No. 3 (2025): Convergencias críticas: Sociedad, tecnología y subjetividad en tiempos de transformación (Septiembre-diciembre)

Section

Artículos

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Copyright (c) 2025 Brisa Rodríguez-Guerrero, José Félix Montoya-Flores, Lesly Rodríguez-Pérez

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