LEARNING ASSESSMENT: BEYOND CHECKING RESULTS

Abstract

Introduction: Learning assessment is an essential component of the educational process, playing a central role in guiding and improving pedagogical practices. Traditionally, it has been limited to measuring results through tools such as tests and grades, which has contributed to a reductionist view of its potential. This article challenges this conception, exploring how assessment can transcend the mere measurement of school performance and serve as a tool for educational transformation.Grounded in the works of authors like Paulo Freire, Jussara Hoffmann, and Cipriano Luckesi, the study addresses the lack of a critical and inclusive approach to assessment, which is often disconnected from the students' actual learning experiences. The general objective is to analyze assessment as a continuous and formative process, emphasizing its role in fostering meaningful education. Specific objectives include: a) identifying effective assessment methods; b) examining the impacts of assessment on students’ school experiences; and c) proposing pathways for integrating assessment into teaching and learning in an emancipatory manner.The methodology is based on literature review and qualitative analysis, focusing on assessment as a reflective pedagogical practice. Findings indicate that dialogical assessment, centered on the holistic development of students, promotes not only learning but also autonomy and inclusion. The study concludes that when properly conducted, assessment can become a transformative element, aligned with a critical and inclusive pedagogy.