State of the art on didactic evaluation planning in secondary education systems

Abstract

This article presents a State of the Art on didactic
assessment planning in secondary education in different educational systems. The importance of this review consists in obtaining an understanding of whether there is any relationship between the curricular approach detected and the didactic
assessment planning used. The study is exploratory in scope and employs a state-of-the-art methodology, which is of a documentary type and of a critical  interpretative nature. Twenty-two educational systems were analyzed, in which it was inquired whether there is any official orientation on evaluation
planning and on the orientation of the curricular approach adopted. The results of the study indicate that most of them do not have an orientation on assessment planning, and although most of the systems are abandoning traditional approaches, it is not clearly perceived that didactic evaluation planning also adopts such a direction.