Assessment Practices Following the Implementation of the New Curriculum in the English Subject: The Case of Education Region of Cartago in Costa Rica

Abstract

In 2017, the Ministry of Public Education of Costa Rica (MEP) began implementing new English study programs focused on the Action Oriented Approach at the first-grade level, concluding with the sixth grade in 2022. A crucial aspect for the success of these new programs is the assessment practices used with students. This study aims to analyze the assessment practices implemented by first-cycle English subject teachers in primary schools within the Education Region of Cartago of the MEP. Utilizing a non-experimental quantitative design with a descriptive cross-sectional approach, an online questionnaire was sent to a sample of 50 teachers from DREC. The data collected were analyzed using descriptive statistics, including measures of central tendency and the distribution of frequency and percentage. The most commonly used diagnostic assessment technique was observation, the most used formative assessment technique was cooperative learning, and the predominant summative assessment technique was the written test. While the techniques implemented by the participants at different stages of the assessment process can be effective, they are also aligned with traditional assessment methods, indicating a lack of innovation and raising questions about their effective application. Therefore, it is recommended to provide training on innovative assessment techniques and their proper implementation to the teaching staff, along with continuous monitoring and support from the DREC advisory team.