How is it assessed? Exploration of assessment practices and strategies in language and communication teachers in the Tarapacá region

Abstract

This article focuses on the assessment processes for language and communication content in subsidized schools in Iquique and Alto Hospicio, in the Tarapacá region. It identifies a significant challenge for teachers when assessing the fundamental aspects of language: reading, writing, oral communication, and research. The research seeks to understand how teachers approach this assessment process, the criteria used, and the assessment strategies employed to improve teaching and learning in this discipline. This research was conducted using qualitative methodology through semi-structured interviews with teachers, exploring their perceptions and practices in relation to the assessment of these core language and communication skills. Teachers combine traditional and innovative methods, integrating strategies such as rubrics, gamification, creative projects, debates, and podcasts. There is a focus on formative assessment and equity, although challenges remain in terms of workload, timely feedback, and limited technological integration. Assessment practices are aligned with the principles of Decree 67, promoting inclusive and meaningful processes. However, there is a need to strengthen continuing education and the availability of institutional resources that favor contextualized, equitable, and learning-centered assessment.