Inclusive assessment practices and mathematical performance among students in the Technical-Humanistic Baccalaureate
DOI:
https://doi.org/10.63688/aprendizaje.v3.i2.27Keywords:
inclusive assessment, mathematics education, mathematical performance, technical education, formative assessment.Abstract
Introduction: For the Humanistic Technical Baccalaureate (BTH), mathematical evaluation must be relocated beyond reproducing procedures, and must also be able to prioritize the understanding, application and transfer of knowledge; knowledge that will have to be transferred to technical and socio-productive situations. Objective: To analyze inclusive evaluation practices and their link with mathematical performance indicators of students in the Educational District of La Paz 2 during the year 2026. Methods: A quantitative, non-experimental, cross-sectional, descriptive-relational study was conducted. The sample consisted of 300 teachers and 338 students selected through stratified sampling. A structured questionnaire was administered from which a Cronbach's alpha of 0.83 was obtained. Results: There was a convergence between teachers and students in the sense that if there were still memorized components in the assessment, there would be little relationship between grading and comprehension. Little incorporation of digital tools was observed and few possibilities of transferring mathematical learning to practical situations. Both actors preferred to solve real problems and to carry out projects of an applied type. Conclusions: Strengthening inclusive assessment requires expanding opportunities to demonstrate learning and explicitly linking Mathematics with the technical and socio-productive purposes of BTH.References
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