Abstract

GRIJALVA, Perla Meléndez; DOMINGUEZ, Imelda Denisse Avilés  and  LANGARICA, Oscar Manuel Gill. Teacher challenges in mediating and assessing learning: post-pandemic experiences. Horizontes Rev. Inv. Cs. Edu. [online]. 2023, vol.7, n.29, pp.1105-1117.  Epub Apr 06, 2023. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v7i29.575.

There is a need for teachers to become learning mediators and to consider the students' reality in order to plan their classes. The objective of the study was to identify the elements considered by elementary school teachers to mediate and evaluate their students' learning after the return to on-site classes, as well as the challenges they face in the face of the new normality. For this purpose, a qualitative study was carried out with a phenomenological method and a questionnaire with open-ended questions was applied to 48 teachers. The results showed that mediation prioritizes socioemotional and motivational attention and considers the students' experiences in confinement, but there is an absence of metacognitive processes; with respect to formative evaluation. It was concluded that the most significant challenges refer to adjustments in objectives and contents established in the curriculum in order to have a pertinent evaluation to the student's conditions.

Keywords : Learning mediation; Formative assessment; Metacognition; Social-emotional skills.

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