Analysis of the Relationship Between Assessment Instruments and Student Pedagogical Performance

Abstract

This article analyses the relationship between assessment instruments and the student´s pedagogical performance and reports a study carried out with the aim of investigating the process of assessing student learning through the analysis of assessment ins trumet in order to improve the quality of learning. Specifically, the study aims to identify the instruments used by teachers to collect information about the student and describe the relationship between assessment instruments and the student´s pedagogical performance. The study is qualitative in nature and had a case study approach, with data collection involving six individuals who were subjected to semi-structured interviews. Analysis of the results revealed that the test is exclusively the instrument used by the teacher to evaluate the student. Other findings of the study are that the use of traditional assessment prevails in general secondary education, (formative) assessment instruments are somewhat used, however, they do not aim to assess learning, teachers, in turn, have some knowledge about assessment instruments, but the contribution of these instruments to improving the teaching-learning process and student progress is not yet understood. The study concluded that teacher’s knowledge about learning assessment instruments is still insufficient.