Pedagogical-curricular assessment in primary education: A systematic review of the literature

Abstract

This article presents a systematic review of the literature, which seeks to analyze how the relationship between primary education and pedagogical-curricular assessment has been studied and what are the main results of these investigations. For the analysis, we considered 61 articles in Scopus and/or Web of Science. As main results, three major findings stand out. The research privileges papers of a predominantly technical nature, through the validation of instruments. There is a certain ontological disregard of elementary education, which makes research reinforce curricular fragmentation logics of this formative context. The policies and practices of research seem to fail to establish a counter-hegemonic discourse that better allows us to analyze, problematize and criticize the dominant educational policies.