The Future of Education

Edition 14

Accepted Abstracts

A Case Study of Classroom Assessment Experiences among Peruvian Teachers

María D. Vásquez-Colina, Florida Atlantic University (United States)


Through a classroom assessment (Andrade & Brookhart, 2020; Brookhart & McMillan, 2020), assessment literacy (Popham, 2017, Vásquez-Colina & Morris, 2023) and community cultural capital framework (Yosso, 2005, as cited in Tolbert & Eichelberger, p.1029, 2016), this qualitative case study reports on how a sample of Peruvian teachers navigated classroom assessment, interactions, and challenges as part of their instructional practices and preparation before and during the COVID-19 pandemic (Ccori et al., 2022). Teacher assessment literacy refers to the assessment knowledge, which involves constructing reliable assessments, administering them, and scoring to make valid instructional decisions aligned to educational standards (DeLuca et al. 2015; Popham 2017; Stiggins, 2002, 2004). While there is significant research pointing to the benefits of teachers combining assessment and instruction (Black & William, 1998; Willis, 2010), evidence also points to the challenges of teachers interpreting assessment policies and align them to their assessment practice (DeLuca & Klinger 2010). Qualitative data collection and analysis utilized a plática methodology (Fierros & Delgado Bernal, 2016) to center teachers’ voices and to allowing engagement with reflexivity between the researcher and contributor, and to acknowledging and allowing potential space(s) for expressing views and experiences. Participants were teachers from different areas of Peru. Teachers’ schools were in rural and urban areas in three different departments in Peru: Ancash, Arequipa and Lima.  Results from the virtual interviews 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). In sum, findings of this study provide evidence of how teachers used classroom assessment; navigate educational challenges including aligning curriculum and assessments to meet government educational standards; and how teachers experienced interactions with peers, students and parents despite technology and financial lacks.



Classroom assessment, technology, challenges, Covid-19, assessment knowledge



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[3] Brookhart, & McMillan, J. H. (2020). Classroom Assessment and Educational Measurement (1st ed.). Routledge.

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[6] Fierros, C. O., & Delgado Bernal, D. (2016). Vamos a platicar: The contours of pláticas as Chicana/Latina feminist methodology. Chicana/Latina Studies: The Journal of Mujeres Activas en Letras y Cambio Social, 15(2),98-121.Flores, J. & Garcia, S. (2009).

[7] Ccori Zuñiga, D. N., Mamani-Benito, O. J., Carranza Esteban, R. F.  & Turpo Chaparro, J. E. (2022). Estresores docentes durante la pandemia COVID-19 en profesores peruanos: Adaptación de una escala [Teaching stressors during the pandemic COVID-19 in Peruvian teachers: Adaptation of a scale]. Revista Fuentes, 174-183. DOI:

[8] Popham, J. (2017).  Classroom Assessment: What teachers need to know. Boston MA: Pearson Education Inc.

[9] Stiggins, R. (2002). Assessment crisis: the absence of assessment for learning. Phi Delta Kappan, 83, 758765.

[10] Stiggins, R. (2004). New assessment beliefs for a new school mission. Phi Delta Kappan, 86, 2227.

[11] Tolbert, S.& Eichelberger, S. (2016) Surviving teacher education: a community cultural capital framework of persistence, Race Ethnicity and Education, 19:5, 1025-1042, DOI: 10.1080/13613324.2014.969222  

[12] Vasquez-Colina, M. & Morris, J.D. (2023). The case of the mommy network: Getting to know about educational assessment. Educational Forum.

[13] Willis, J. (2010). Assessment for learning as a participatory pedagogy. Assessment Matters, 2, 6584.

[14] Yosso, T. 2005. “Whose Culture Has Capital? A Critical Race Theory Discussion of Community Cultural Wealth.” Race, Ethnicity and Education 8 (1): 69–91.10.1080/1361332052000341006 


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