Incidencia del liderazgo pedagógico en la implementación de una cultura de evaluación formativa e inclusiva en Instituciones Privadas en Ibagué

Abstract

This research examined the influence of pedagogical leadership on the implementation of a culture of formative and inclusive assessment in private educational institutions in Ibagué, Colombia, through the analysis of assessment practices perceptions and the alignment between institutional guidelines and classroom practices. The study emerged from the need to identify the gaps between educational policies and their effective implementation in classroom assessment processes. The research was conducted within a pragmatic paradigm, adopting a mixed-methods approach with a sequential explanatory design, a descriptive-correlational scope, and Analysis of Variance (ANOVA). Quantitative and qualitative evidence was integrated through questionnaires, documentary analysis, and data triangulation to examine the relationship between pedagogical leadership and formative and inclusive assessment. Third-grade students, teachers, and academic coordinators from two private educational institutions participated in the study. The findings revealed that the assessment practices perceived by students remain predominantly focused on grading, whereas feedback, student participation, and inclusive assessment are less developed. Furthermore, a gap was identified between teachers' favorable beliefs toward formative and inclusive assessment and their implementation in classroom practice. Documentary analysis showed that, although institutional guidelines incorporate principles associated with formative assessment, practices characteristic of a traditional assessment approach continue to prevail, limiting the consolidation of a coherent and inclusive assessment culture. The study concludes that pedagogical leadership constitutes a strategic factor for strengthening institutional coherence and guiding institutional policy and practice toward sustainable inclusive assessment.