Abstract

The general objective of the research is to understand the learning evaluation model from the conceptions and evaluative practices of Sixth Grade teachers in that school. This study is based on a qualitative paradigm and adopts an interpretative phenomenological methodology. To collect data, direct observation techniques and semi-structured interviews were used, thus allowing a deep and detailed vision of the evaluative practices in the specific context of the school. As for the analysis and interpretation of the information, categorization was used to organize the data into relevant themes and triangulation of sources to ensure the validity and reliability of the findings. This research offers a comprehensive understanding of how teachers perceive and apply learning assessment, providing valuable contributions to improve pedagogical practices and teachers' professional development.

Keywords:
Learning; Assessment; Competencies; Primary Level and Evaluative Practices