SUMMATIVE ASSESSMENTS IN THE 1ST YEAR OF ELEMENTARY SCHOOL

Abstract

This article aims to analyze the role of summative assessments in the first year of elementary school, reflecting on their limitations, possibilities, and contributions to the teaching-learning process. It starts from the understanding that assessment, especially in the early years, must consider the specificities of childhood and the processual nature of literacy. The research adopted a qualitative, bibliographical approach, based on the analysis of academic productions, official documents, and theoretical frameworks that discuss educational assessment, pedagogical practices, and child learning. The results indicate that, when used in a decontextualized and classificatory way, summative assessments can generate negative impacts on student development, such as demotivation and insecurity. However, when planned in a way that is articulated with pedagogical objectives and integrated into a formative conception of assessment, these practices can significantly contribute to monitoring learning, assisting the teacher in reorganizing teaching and identifying students' needs. The discussions further highlight the importance of more humanized, inclusive assessment practices that are consistent with the literacy process, valuing individual progress and respecting different learning paces. It is concluded that summative assessment, when reinterpreted as a pedagogical tool, can foster a fairer education committed to the holistic development of children in the first year of elementary school.