The teacher before the assessment results

Abstract

Nowadays there is a great amount of literature relating assessment. Likewise a large amount of people is considered expert or able to offer a point of view about it. Nonetheless, it can be simultaneously affirmed that the fundamental characteristics or basis of this discipline are not known. Specifically, there is ignorance in relation to the pedagogical features that characterize the current debate in this field of knowledge. Accordingly, this article aims to analyze how far the current actions being carried out in the field of assessment in the classroom are elements that allow giving content to a new approach of assessment and becoming an ally for improving the work of the teachers.