REFLECTIONS ON ASSESSMENT OF LEARNING IN MATHEMATICS: A LITERATURE REVIEW

Abstract

This article aims to discuss the concepts and practices of learning assessment in Mathematics, highlighting diagnostic, formative, and summative modalities, based on a bibliographical approach. It begins with the understanding that assessment should go beyond merely classificatory functions, seeking to promote meaningful student learning. Theoretical research has shown that, although there are different assessment methods, formative assessment stands out for continuously monitoring the teaching-learning process, enabling more effective pedagogical interventions. Studies indicate that many challenges remain, especially regarding overcoming traditional and exclusionary assessment practices. It is concluded that assessment in Mathematics must consider the specificities of students, their sociocultural realities, and the competencies to be developed, in order to contribute to a more just, inclusive, and transformative education.