The assessment of learning in basic education, a riview from the normativity in Mexico

Abstract

Talking about learning evaluation in the legal normative context in Mexico implies a review of the last five agreements, which allows us to constantly review the complexity of the teaching task at the time of learning evaluation from a transition of quantitative evaluation to integrate qualitative evaluation but which at the same time considers educational policy, the social vision of the world and certain pedagogical elements that allow integration into the work of teachers in basic education and its repercussions on educational evaluations in the country.

Each National Agreement on the Evaluation of learning responds to a social need and to a political regime that culminates in its projection in each school and classroom through the pedagogical work of teachers in the formation of competent, participatory and responsible citizens to face the challenges of the XXI century.