Implementación de la evaluación por competencias en la Educación Escolar Básica de las instituciones educativas públicas

The research was conducted in the context of Basic School Education in public institutions in the city of Pilar, Paraguay, in 2023, where competency-based assessment is being implemented as a response to contemporary educational challenges. The main objective was to identify the factors influencing the effective implementation of this evaluative approach, including teacher training, the procedures used, and educators' attitudes. The methodology was descriptive and cross-sectional, with a non-experimental design and a mixed qualitative-quantitative approach. The population included principals, evaluators, and Basic Education teachers, employing surveys, interviews, and document analysis as data collection techniques. The results revealed that although 75% of principals feel prepared to implement competency-based assessment, only 50% have received specific training. Additionally, 30% of evaluators face challenges in adapting rubrics to specific contexts. Teachers displayed a positive attitude toward the assessment but cited lack of time and resources as barriers. In conclusion, continuous teacher training, access to adequate resources, and fostering institutional collaboration are essential to ensuring the effective implementation of competency-based assessment in Pilar.