Determinants of Difficulty in Learning Assessments in Peruvian Secondary Education

Ricaldi-Echevarria M.L. · Magis (2025) · DOI: 10.11144/javeriana.m18.ddea

Resumen

This study examines the factors associated with the assessment of learning, considering sociodemographic variables (geographic region, age, sex), employment status (permanent and contract), participation in professional development programmes (online courses, diplomas, structured training initiatives, and educational projects), and time allocated to academic activities outsides school hours. Methodologically, it is a non-experimental study with a multivariate analysis. The sample included 2415 secondary school teachers in Peru who participated in the National Teacher Survey (ENDO). Multiple correspondence analysis was used as the statistical technique. The findings indicate that difficulties in learning assessment are more pronounced among contracted teachers. Furthermore, no significant relationship was identified between participation in training programmes and ease of assessment, suggesting potential gaps in the content of these initiatives. The study also found that assessment practices are facilitated when teachers allocate more than three hours outside school hours to evaluation and feedback-related activities. This research contributes to the understanding of how professional development, employment status, sociodemographic factors, and time distribution are associated with the implementation of assessment practices in the Peruvian educational context. © (2025), (Pontificia Universidad Javeriana). All rights reserved.

Instituciones: Universidad Tecnológica del Perú