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Implicit Theories on Learning Assessment and the Use of Triangulation as a Means of Qualitative Validity and Reliability

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Bellindo-Garcia, Roberto, Cruzata-Martinez, Alejandro, Ponce Marin, Martha, Rejas Borjas, Luis·2022·The Qualitative Report
DOI 10.46743/2160-3715/2022.4231
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Abstract

This article discusses assessment practices in primary education and implicit theories in teaching. Cultural practice and social interactions in the classroom create personal experiences, which are the basis for teachers’ individual mental representations, known as implicit theories. These conceptions guide their teaching, but they are not generally studied, unlike the theories of the scientific community. Although implicit theories may be different, teachers from the same educational institution generally share them and they regulate them in relation to the context. This study seeks to identify and interpret the implicit theories on learning assessment of a primary school teacher in Puno, Peru. The methodology used was grounded theory. For this purpose, the empirical method, such as participant observation and in-depth interviews, was used. The main result was identifying in the teacher an assessment practice with a prevalence of constructive and interpretive theory traits.

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  • Applying a combination of assessment methods, either direct and indirect methods or triangulation, instead of a single assessment method, can lead to very highly effective learning experiences for students.

    “In this result, it was observed that applying a combination of assessment methods, either a combination of direct and indirect methods or the triangulation method, instead of a single assessment method, can lead to very highly effective learning experiences for students (Bellido-García et al., 2022;Maswadi et al., 2022).”

    From A meta-analysis to explore the role of design thinking in enhancing creativity as learning outcomes in STEM education (2026) · cites this paper as Bellido-García et al., 2022

    The assessment-techniques passage describes a teacher using multiple instruments, including oral and written tests, presentations, and group work. But the Introduction says triangulation was used to validate the researchers’ findings, not as a student-assessment method. Our copy does not show that combining methods produces highly effective learning experiences or works better than a single method. (LLM, conf=0.84)

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1 of the 15 references couldn’t be matched to a known paper.

Research works printed but not linked: 19

  1. Aguilar Gavira, S., & Barroso Osuna, J. M. (2015). La triangulación de datos como estrategia en investigación educativa [Data triangulation as a strategy in educational research]. Journal of Media and Education, 47, 73-88. https://doi.org/10/gbbf
  2. Alzás Garcia, T., Casa Garcia, L., Luengo González, R., Torres Carvalho, J. L., & Verissimo Catarreira, S. (2016). Revisión metodológica de la triangulación como estrategia de investigación [Methodological review of triangulation as a research strategy]. Atas- Investigação qualitativa em Ciências Sociais, 3. https://proceedings.ciaiq.org/index.php/ciaiq2016/article/view/1009
  3. Antón Nuño, M. (2012). Docencia universitaria: Concepciones y evaluación de los aprendizajes. Estudio de casos. [University teaching: conceptions and assessment of learning. Case studies]. [Doctoral thesis, Universidad de Burgos]. https://riubu.ubu.es/handle/10259/183?locale-attribute=it
  4. Arévalo Alvarado, R. M. (2009). Teorías de dominio de los docentes sobre el aprendizaje y su expresión en la evaluación de los aprendizajes: Un estudio De Caso en una institución Educativa particular de Lima [Teachers' theories of mastery of learning and their expression in the evaluation of learning: A case study in a private educational institution in Lima]. [Master's thesis, Pontificia Universidad Católica del Perú]. http://tesis.pucp.edu.pe/repositorio/handle/20.500.12404/5499
  5. Arias Valencia, M. M. (2000). La triangulación metodológica: Sus principios, alcances y limitaciones [Methodological triangulation: Its principles, scope, and limitations]. Artículos de revista en enfermería, 18(1), 13-26.
  6. Boullosa, G. (2014). Teorías implícitas sobre la evaluación de los aprendizajes que evaluaron los docentes de una universidad privada de Lima [Implicit theories on the evaluation of learning as assessed by teachers at a private university in Lima]. [Master's thesis, Pontificia Universidad Católica del Perú]. http://tesis.pucp.edu.pe/repositorio/handle/20.500.12404/5499
  7. Cisterna, F. (2005). Categorización y triangulación como procesos de validación del conocimiento en investigación cualitativa [Categorization and triangulation as knowledge validation processes in qualitative research]. Theoria, 14(1), 61-71.
  8. Conti Perochena, G. S. (2013). Semejanzas y diferencias entre las representaciones explícitas e implícitas sobre la enseñanza en profesores de Matemática y Ciencias Sociales del nivel secundario [Similarities and differences between explicit and implicit representations about teaching in secondary level mathematics and social sciences teachers]. [Master's thesis, Pontificia Universidad Católica del Perú]. http://tesis.pucp.edu.pe/repositorio/handle/20.500.12404/4516
  9. Gutiérrez, E. F., & Hernández Rojas, G. (2016). Las teorías implícitas de enseñanza y aprendizaje de profesores de primaria y sus prácticas docentes [Primary school teachers' implicit theories of teaching and learning and their teaching practices]. Revista Mexicana de Investigación Educativa, 21(71), 1135-1164.
  10. Errázuriz, M. C. (2017). Teorías implícitas sobre la escritura académica en estudiantes de programas de formación inicial docente: ¿inciden en el desempeño escrito? [Implicit theories about academic writing in students of initial teacher education programs: Do they influence writing performance?]. Signo y Pensamiento, 36(71), 34-50.
  11. Gonzales, M. (2012). Teorías implícitas de docentes del área de Comunicación acerca de la comprensión lectora [Teachers' implicit theories of communication about reading comprehension]. [Master's thesis. Pontificia Universidad Católica del Perú]. http://tesis.pucp.edu.pe/repositorio/handle/20.500.12404/1683
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  17. Raygada-Leveratto, L. (2015). La evaluación de los aprendizajes de los docentes en los tres últimos grados de nivel primaria [The evaluation of teacher learning in the last three grades of primary school]. [Graduate dissertation, PUCP]. http://tesis.pucp.edu.pe/repositorio/handle/20.500.12404/5845
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  19. Rojas Romero, J. G. (2013). Estudio exploratorio de las teorías implícitas acerca del currículo en profesores de educación secundaria de una institución educativa pública de San Juan de Lurigancho [Exploratory study of implicit theories about the curriculum in secondary school teachers of a public educational institution in San Juan de Lurigancho]. [Master's thesis, Pontificia Universidad Católica del Perú]. http://tesis.pucp.edu.pe/repositorio/handle/20.500.12404/5017

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Authors
Bellindo-Garcia, R., Cruzata-Martinez, A., Ponce Marin, M., & Rejas Borjas, L.
Venue
The Qualitative Report
Publisher
Nova Southeastern University
Published
2022
ISSN
  • 1052-0147 (ISSN-L)
  • 2160-3715
DOI
10.46743/2160-3715/2022.4231
OpenAlex
W4285187504
Cited by
10
References
15
Citations by year
2026: 4 · 2025: 3 · 2024: 2 · 2023: 1
FWCI
3.24
Type
journal article
Language
en
Open access
Licence
cc-by-nc-sa
Locations
  • The Qualitative Report (publishedVersion, cc-by-nc-sa)
  • NSUWorks (Nova Southeastern University) (submittedVersion, cc-by-nc-sa)
Topics
  • Social Sciences › Education › Student Assessment and Feedback
  • Social Sciences › Education › Educational Research and Methods
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
Keywords
mindset, learning assessment, assessment practices, primary school teachers, triangulation, constructivism, interpretive theory, classroom social interaction, Puno, Peru

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