Pruebas Saber de lenguaje: posibilidades y retos desde la perspectiva de la evaluación formativa/Language "Saber tests": Possibilities and challenges from the formative evaluation perspective

This article presents a qualitative research focused on establishing and characterizing the relations and tensions which emerge between language "Saber tests" (Third and Fifth grade) and the elementary school teachers' assessment practices, applying a mixt question air to the teachers of the mentioned level of education and a semi-structured interview to four experts. The categories assessment and communicative competence guide the construction of the theoretical frame; besides they are fundamental in the analysis of information made through the dimensions of educational criticism proposed by Eisner in his book: The ilustrated eye (1998). In the conclusions, the assessment is raised as a source of learning, which highlights the importance of the pedagogical reflection about the use of the tests and its results in our country.