Análisis de las prácticas evaluativas en ELE en Senegal desde la perspectiva del profesorado de secundaria

This article analyses the evaluative practices in Spanish as a Foreign Language in secondary education in Senegal, focusing on the teachers’ perspective. Thus, it investigates the teaching performance and its impact on the quality of the evaluation process and the development of the students’ communicative competence. In order to carry out the study, a mixed questionnaire was administered to 86 teachers of Spanish as a Foreign Language at the Saint-Louis region. The results of the fieldwork reveal the predominance of written evaluations ascribed to the traditional methodology and oriented towards the assessment of linguistic competence to the detriment of the students’ communicative competence. Consequently, some significant challenges related to the design and implementation of objective and valid tests are identified, as well as the need for specific continuous training in strategies for evaluating the effective performance of Spanish learners. Finally, recommendations are made to improve assessment practices, highlighting the relevance of adapting methods to the competency-based approach and to the contextual and cultural realities of learners in Senegal.