The assessment of learning and its impact on the development of critical thinking in students at the Luis Alfredo Martínez Educational Unit, 2025.

Abstract

Traditional learning assessment prioritises memorisation over the development of critical thinking. This limits students' abilities to solve complex problems and participate effectively in society. The objective was to determine the impact of learning assessment on the development of critical thinking in students at the Luis Alfredo Martínez Educational Unit during the year 2025. A quantitative methodology was employed within the positivist paradigm, using a documentary research modality. A convenience sample of 58 teachers was surveyed, who responded to structured questionnaires designed to gather information on assessment practices and perceptions of critical thinking development. It was found that most teachers only occasionally consider the development of critical thinking when designing assessments, suggesting an opportunity to integrate it more systematically. In addition, many teachers do not perceive current assessments to be effective in promoting critical thinking, highlighting a significant discrepancy between educational intentions and perceptions. It is concluded that there is an urgent need to review and modify assessment practices in the educational context to better integrate and promote the development of critical thinking among students. The predominance of traditional assessment methods and the negative perception of their effectiveness in fostering critical thinking underscore the importance of adopting more innovative and varied approaches to learning assessment.