Internal Versus External Assessment of Student Learning: The Case of a Mexican Elementary School

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Abstract

Abstract
This paper presents the preliminary findings of a study examining the similarities and differences between student learning as reflected in both internal and external assessment in an elementary school in Southern Mexico. A case study approach was used to look at the learning and assessment experiences of 6th grade students, ages 10-12 year old, in both the classroom and the standardized national assessment. Findings of the study show that external evaluation portrays student learning as fragmented while classroom assessment stressed a holistic approach for learning and development. The analysis of the context and both internal and external assessment allows for a better understanding of student achievement differences in the different types of assessment.

Authors

• Maika María Dorantes Moguel, Secretaria de Educacion Publica

• Edith J. Cisneros-Cohernour, Autonomous University of Yucatan