Coherence of assessment strategies in the training of Language and Literature teachers

Abstract

Assessment for learning is an essential process in university education, since beyond verifying the achievement of learning objectives, it also guides teaching toward the student’s holistic development. In the Hispanic Language and Literature program at BICU-CUR El Rama, in which the curriculum is structured around objectives, the assessment practices used by faculty have been characterized by conventional methods, raising question about their coherence with the educational goals. This study aimed to analyze these practices, identifying strengths and weaknesses in relation to the development of cognitive, procedural, and attitudinal skills, to propose alternatives that meet the demands of quality education. A qualitative, descriptive, and cross-sectional study, interviews, focus group, observation, and document analysis, with a sample of 45 first-year students and 4 professors. The results show a positive student assessment (92.2 %); however, traditional methods predominate, with little innovation, which limits the development of critical thinking and research autonomy. Data triangulation identified limitations in the development of cognitive skills, revealing a weak connection between the dimensions of learning. In response a comprehensive methodological proposal was designed based on active strategies aimed at diversifying assessment and strengthening the coherence between theory, practice, and learning objectives. It is concluded that the current assessment practice is formally appropriate but needs to be updated to foster creativity, autonomy, and educational quality.