Pláticas With Peruvian Teachers About Assessment Knowledge and Practices Before and During the COVID-19 Pandemic (Poster 55)

• In Event: AERA Poster Session Six
  In Poster Session: Tools and Strategies in Classroom Assessment

Abstract

This qualitative study uncovers Peruvian teacher’s assessment knowledge, practices and lived experiences in their classroom. Through a community cultural capital lens, the researcher discusses how Peruvian teachers navigate classroom assessment, interactions, and challenges as part of their practices and preparation before and during the COVID-19 pandemic. Data came from twelve semi- structured interviews with teachers, memos, and an artifact. Results yielded eight themes (classroom assessment, cultural themes, in-service teacher practices, pre-service teacher preparation, school resources, social-emotional support, teacher empowerment and technology resources), and 23 subthemes. Implications regard the understanding of how classroom assessments are used and conceptualized among Spanish-speaking teachers. Findings will add to the literature of classroom assessment and assessment literacy among Peruvian teachers.

Author

• Maria D. Vásquez-Colina, Florida Atlantic University
  Presenting Author