Didactic strategy to strengthen competency-based assessment in secondary-level mathematics in the Dominican Republic

Abstract

Competency-based assessment constitutes an essential component of the competency-based curriculum and of the teaching–learning process of Mathematics at the secondary level. However, in various educational contexts of the Dominican Republic, shortcomings are evident in its implementation, mainly associated with the predominance of traditional assessment practices, limited coherence among competencies, indicators, and instruments, and insufficient methodological systematization in the planning and execution of the assessment process. The objective of this article is to design a didactic strategy aimed at strengthening competency-based assessment in the teaching of Mathematics at the Dominican secondary level. The research was conducted under a mixed methodological approach, with qualitative predominance, supported by theoretical, empirical, and statistical methods such as documentary analysis, observation, surveys, and interviews with teachers, which allowed for the characterization of the initial state of the assessment process. As a result, a didactic strategy structured into stages and methodological actions is proposed, integrating planning, implementation, and assessment processes, with emphasis on student performance, formative feedback, and the contextualization of mathematical learning. The designed strategy contributes to strengthening competency-based assessment in Mathematics by constituting a viable and contextualized methodological reference that guides the systematic improvement of the teaching–learning process at the secondary level.