ASSESSMENT METHODS IN HIGH SCHOOL: ANALYSIS OF PRACTICES APPLIED IN BASIC EDUCATION

Abstract

This article aimed to analyze the assessment methods applied in high school, with the objective of understanding how these practices have been developed in basic education and what impacts they produce on the teaching-learning process. The research was conducted through a qualitative bibliographic approach, based on the analysis of books, scientific articles, and normative documents on educational assessment. The results showed that an evaluative culture still prevails, centered on traditional practices such as exams and standardized tests, which reinforce the classificatory role of the school and contribute little to meaningful learning. On the other hand, innovative experiences were also identified, such as the use of portfolios, interdisciplinary projects, and self-assessments, which make it possible to monitor student development in a broader and more inclusive way. It was also found that teacher training and institutional support are determining factors for the diversification of assessment practices, strengthening the formative and democratic perspective of evaluation. It is concluded that re-signifying assessment methods is an essential condition for building a school that values diversity, promotes equity, and recognizes evaluation as a learning tool.