Challenges Of Formative Assessment Among Upper Secondary Teachers In Public Institutions In San Miguel De Bolívar
DOI:
https://doi.org/10.70577/asce.v4i4.581Keywords:
Formative Assessment; Feedback; Secondary Education; Teachers; Public Schools; Ecuador.Abstract
Formative assessment is widely recognized as a key pathway to improve learning when it is integrated with systematic evidence gathering, feedback, and active student participation. Within this framework, this study examines the challenges of formative assessment among upper secondary teachers (EGBS and Bachillerato) in public institutions in the canton of San Miguel de Bolívar during 2025. A qualitatively driven mixed approach with quantitative integration (QUAL–quan) was employed, with an interpretive purpose. The accessible population comprised 47 teachers; 35 completed an online questionnaire (Google Forms) and 12 semi-structured interviews were conducted. Quantitative data were analyzed through descriptive statistics and non-parametric inference, while qualitative data were examined through thematic categorization; findings were triangulated across interviews, questionnaire results, and public normative documents. Results show high declared conceptual clarity and formative purpose, along with high self-reported implementation of key practices (criteria clarification and feedback). However, relevant institutional constraints were identified: workload and limited time restrict individualized and sustained feedback, while technological availability emerged as the weakest institutional condition. In addition, uneven formalization of assessment tools (rubrics/detailed criteria and traceability) was observed despite frequent verbal criteria clarification. No statistically significant differences were found by educational level (EGBS vs. Bachillerato), nor significant associations with age or teaching experience. Overall, findings indicate a favorable pedagogical disposition toward formative assessment, yet structural challenges that condition the depth and sustainability of its implementation.
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