The design of classroom assessments by teachers: a proposed research approach.

Abstract

This article underscores the significance of teacher-designed assessments and their integration with standardized and formative diagnostic evaluations administered across various educational levels in El Salvador. It examines this context within primary and secondary education, with a particular focus on language and mathematics in public institutions. The applied convergent mixed methods approach first involved a documentary review of current educational policies, followed by the development of a set of theoretical tools grounded in Marzano and Kendall’s taxonomy and the Universal Design for Learning framework to deepen understanding of evaluative dynamics. Moreover, the findings establish the foundational conditions for studying this phenomenon, emphasizing the necessity of collaboration among key stakeholders, teachers, principals, pedagogical coordinators, and educational authorities, to provide a comprehensive perspective on the assessment process. In conclusion, this study offers a practical “toolbox” for researchers interested in this underexplored topic in El Salvador, demonstrating how effective implementation of assessment practices correlates with positive performance outcomes and furnishing concrete recommendations to strengthen the educational system, enhance quality, and guide future evaluative interventions.