Prácticas evaluativas para el aprendizaje en la carrera de Educación Primaria de la UNAN-Managua

This article describes the assessment practices for learning implemented in the Elementary Education program at the National Autonomous University of Nicaragua, Managua (UNAN-Managua), from the perspective of academic administrators, faculty, and students. The research was conducted using a qualitative approach, an interpretive paradigm, and a cross-sectional design. To understand the assessment dynamics within the competency-based educational model, semi-structured interviews, focus groups, non-participant observation, document analysis, and phenomenological charts were employed. The results show a predominance of diagnostic, formative, and summative assessments, supplemented to a lesser extent by self-assessment and peer assessment. Among the most frequent strategies are project-based learning, collaborative work, discussion sessions, and oral presentations; while the most used instruments are rubrics, checklists, and portfolios. Furthermore, strengths were identified related to the coherence between regulations and teaching practice, academic integration, and the articulation of theory and practice. Limitations include subjectivity in the assessment process, tight deadlines, work overload, and difficulties in standardizing criteria. It is concluded that, although current practices show progress toward learning-oriented assessment, tensions persist between traditional approaches and the competency-based educational model. Finally, the study provides key evidence for optimizing feedback, contextualizing assessment, and ensuring consistency between institutional regulations and university teaching practices.