Assessment of mathematical competencies through project-based learning in high school: a comparative analysis between public and fiscomisional institutions

Abstract

Introduction. The assessment of mathematical competencies in upper secondary education remains a challenge for schools seeking to move beyond practices focused on memorization, procedural repetition, and the exclusive evaluation of results. In this context, Project-Based Learning is a relevant methodological alternative for promoting problem solving, logical reasoning, collaborative work, and the application of mathematical knowledge to situations close to students’ realities. Objective. To analyze assessment criteria and practices based on Project-Based Learning for evaluating mathematical competencies among upper secondary students from public and publicly funded faith-based schools. Methodology. The study followed a mixed-methods approach, with a convergent parallel design, descriptive-comparative scope, and cross-sectional orientation. A total of 183 students and 13 mathematics teachers from two educational institutions in Esmeraldas participated. Surveys, semi-structured interviews, and document analysis were used for data collection. Quantitative data were processed through absolute frequencies and percentages, while qualitative information was examined through content analysis and methodological triangulation. Results. The findings show that students perceive a limited use of projects and real-life problems in mathematics assessment, especially in public institutions. In contrast, teachers provide a more favorable assessment of their own evaluative practices, revealing a gap between students’ perceptions, teachers’ views, and documentary evidence. Triangulation made it possible to identify the need for clearer assessment criteria to evaluate processes, performance, argumentation, collaborative work, and contextualized evidence. Conclusion. The study concludes that the assessment of mathematical competencies in the analyzed institutions requires more explicit articulation with Project-Based Learning through formative and authentic criteria that allow teachers to evaluate not only final products but also the learning process. The study contributes a proposal of assessment criteria applicable to public and publicly funded faith-based educational contexts. General area of study: Education. Specific area of study: Pedagogy and didactics of mathematics. Type of study: Original article.