LEARNING ASSESSMENT AND EDUCATIONAL PLANNING: CONNECTIONS FOR IMPROVING TEACHING

Abstract

This article looks into the connections between learning assessment and lesson planning, analyzing how this relationship contributes to the teaching-learning process. The study shows that these two components are inseparable, especially as assessment takes on the role of supporting teaching actions aimed at improving learning. From this perspective, planning guides the choice of teaching strategies and is constantly reshaped through ongoing professional development, which requires teachers to reflect on their own practice. To achieve this, a qualitative study was conducted, based on a literature review and grounded in theoretical frameworks that discuss the topic. The analysis procedure consists of the critical interpretation of theoretical concepts related to learning assessment, pedagogical planning, teacher reflection, and ongoing professional development. The results show that assessment is a continuous, diagnostic, and formative process, serving as an essential support for planning and developing educational interventions. It is concluded, then, that integrating learning assessment and pedagogical planning helps improve teaching practice and strengthens a reflective approach in defining methodologies that meet students' cognitive needs.