Peru is a pioneer in the application of qualitative evaluation. In the 70s, it began to be applied in Initial Education, indicating with check whether it achieved the expected learning. In the 80s, in addition to the grades “achieved” or “failed”, a note was incorporated for learning in process. It was in 1995 that the Minedu, based on a proposal made by several educators, generalized the evaluation Insurance Leads For Seniors using the following scale: A (satisfactory achievement), B (achievement in process) and C (initially, with difficulties). In 2005 the adjective AD (outstanding achievement) was added in Primary. This system – after training and sustained implementation – is a success in Initial and is consolidating in Primary.
In the National Curriculum of Basic Education, approved in 2016, it is decided to extend this evaluation system, as it is applied in Primary, to secondary schools. However, the Ministry of Education, for 2.5 long years, has not carried out an effective training program for public school teachers to ensure their development.
That is why it draws attention and generates concern that – from one moment to the next and about a month before the beginning of the 2019 School Year – the Deputy Minister of Pedagogical Management has decided to generalize in all public and private Secondary schools the qualitative evaluation. The most serious thing is that he decided, at the last moment, to use the following qualifiers: LMS (very satisfactory achievement), before AD; LS (satisfactory achievement), before A; LB (basic achievement), before B; LI (initial achievement), before C. Why instead of continuing to use the same scale of Primary, which is already known to students, teachers and parents, Do they change it with new letters? Why is not it progressive starting at the maximum with the first of Secondary and so on? Why have teachers not been trained in a timely manner? The Minister of Education has the floor.