Abstract This article is derived from the research process called "Characterization of assessment practices of English teachers in eight graders from two educational institutions in Tulua city" and aims to characterize the development of the evaluation teachers carry out in order to assess their students in English class. As for sample, two public educational institutions were chosen. This characterization attempted to identify whether assessment practices responded to specific criteria associated with PEI pedagogical models of the educational institutions, if there were evident intentions of educating in the training process itself, or whether, on the contrary, the status quo was maintained by traditional practices and little productive. The results showed a strong trend toward traditional evaluation as a consequence of a very evident pedagogical tradition.

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