ECORFAN

Formative assessment in secondary education is frequently promoted yet often reduced to fragmented routines or grading. This article uses qualitative–interpretive thematic ethnography to examine how teachers in technical secondary schools make sense of and implement formative assessment within a sociocultural and Nueva Escuela Mexicana (NEM) framework. Research in School Zone 28 (Sector III) combined interviews, participant observation, and documentary analysis. Results show a transition from “invisible” assessment to intentional practice through activation of prior knowledge, social...