Abstract

ROMERO CASALLIGLLA, Willian Manuel et al. Assessment for Learning: Beyond Grades. Revista InveCom [online]. 2025, vol.5, n.1, e501036.  Epub Dec 05, 2024. ISSN 2739-0063.  https://doi.org/10.5281/zenodo.11113592.

The study analysed teachers' perceptions of contemporary assessment practices, highlighting the transition towards a more skills- and competency-focused approach. A survey of 100 teachers examined the importance of formative feedback, the frequency of self-assessments, the use of technology in assessment, and teachers' readiness to implement effective educational practices. There was a preference for assessments tailored to individual needs and a competency-based grading system. Educators recognize the need for more training and resources to implement these approaches successfully. The findings suggest that, despite the recognition of innovative pedagogical practices, there are significant barriers that limit their effective implementation. The importance of continuous teacher training and institutional support is underlined in order to move towards an adaptive and personalized education that responds to the needs of today.

Keywords : competency assessment; formative feedback; teacher training.

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