Institutional perspective on formative assessment in the municipality of Camargo

Abstract

This article analyzes formative assessment from the institutional perspective in the municipality of Camargo, Bolivia, with the purpose of understanding the conceptions, practices, and challenges associated with its implementation in the educational context. The research was developed under a qualitative approach of a descriptive-interpretative type, using semi-structured interviews and documentary analysis as information collection techniques, aimed at directors and teachers of educational units. The results were organized into four categories of analysis: institutional perspective on evaluation, supervision and pedagogical accompaniment, teacher training and continuous improvement, and conditions, challenges and projections. It was evidenced that, although formative assessment is recognized at the normative level as a learning-oriented process, in practice traditional approaches focused on qualification persist. Likewise, limitations were identified in teacher training and in the institutional conditions that hinder its effective application. However, emerging experiences of more reflective and participatory evaluation practices are highlighted. It is concluded that the consolidation of formative assessment requires strengthening the institutional culture, promoting continuous training processes and guaranteeing adequate conditions for its implementation, thus contributing to the improvement of educational quality.