Relationship between teaching planning and written evaluation tests. UNAN-Managua, Nicaragua

Abstract

The purpose of this research is to determine the relationship between teacher planning and written evaluation tests, as well as the level of learning that is evaluated in each one of the items established in the written test, taking up the cognitive levels present in Bloom’s taxonomy. The research is qualitative in nature. It consisted of the study of 5 cases corresponding to teachers of the Department of Science Education of the National Autonomous University of Nicaragua, Managua (UNAN-Managua), who have taught the disciplines of Physics, Mathematics, Natural Sciences and Biology in the context of the 2016 plan (with a curricular approach by objectives) during one of the semesters of the year 2022, to whom a documentary review of their didactic planning and written tests was applied, in addition, a survey was applied in a complementary way. The results indicate that teachers in their didactic planning use diagnostic, formative and summative evaluation, and make use of written tests to evaluate students’ learning. On the other hand, the items most used by teachers are: False or true, multiple choice and essay (writing), which respond to the following levels of Bloom’s taxonomy: remembering, understanding, applying and analyzing.