Transformative assessment practices in the mathematics education: a global review with implications for Colombia

Abstract

In contemporary pedagogical debates, assessment practices have been a source of contention, generating tensions between traditional models focused on measuring learning outcomes. In Colombia, despite legislation such as Decree 1290 of 2009, these measures have not been sufficient to reduce the gap between government standards and the realities of classroom life, particularly in remote or low-income communities. Therefore, attempting to systematically and rationally assess mathematics education levels globally can help Colombian education become a transformative force, prioritizing equity as a guiding principle. To this end, a literature review was conducted, compiling 54 scientific studies published between 2014 and 2024 from databases such as Scopus, Web of Science, ERIC, SciELO, and Redalyc. The study also considered organizing the data by geographic region (America, Europe, Asia, Africa, and Oceania), maintaining patterns, contrasts, and lessons learned that can be applied to the Colombian context. Among the results, it was evident that there is a global transition from summative to formative models, each with its own pace and characteristics. For example, Finland, the Netherlands, South Korea, Japan, and New Zealand are leaders in adapting transformative practices through teacher investment in their integration of policy and technology. Furthermore, Latin America and Sub-Saharan Africa continue to face challenges due to structures rooted in socioeconomic inequality, where teacher training is limited and infrastructure is scarce, hindering the effective implementation of changes in assessments. In conclusion, to effectively guide transformative assessment activities, it is essential to focus on teacher training and mitigate social obstacles to contextualize research. Therefore, at the Colombian level, the transformation requires government reforms that include the diversity of the region as an ethical-political horizon of the evaluative work.