A descriptive study of assessment instruments for learning in primary education

Abstract

The aim of this paper is to describe assessment strategies and instruments in primary education, defining their components, methodologies and practical examples to assess learning from a formative approach. Using a documentary methodology, sources in databases such as SciELO, Dialnet and ProQuest were analyzed, selecting studies that link evaluative design with the role of the teacher as mediator. The strategies identified include techniques such as systematic observation, performance analysis and applied projects, while the instruments include assessment scales, portfolios, written/oral tests and anecdotal records. These resources make it possible to translate the learning process into qualitative or quantifiable performance levels depending on the evaluation moment. The results show that the methodology requires aligning instruments with curricular objectives and student needs, designing tools with clear criteria, teacher training based on innovative techniques and the appropriate use of technology. Practical examples analyzed include the use of mind maps to assess conceptual understanding or sociograms to analyses group dynamics. The research concludes that the effectiveness of these methods depends on a holistic perspective that combines teacher training, contextual adaptation and continuous feedback, ensuring a fair assessment oriented to the development of reflective competences.