SCHOOL ASSESSMENT IN SCIENCE AND MATHEMATICS: SUMMATIVE PREDOMINANCE AND LIMITS OF THE FORMATIVE PERSPECTIVE

Abstract

The contemporary educational context demands higher quality teaching supported by consistent assessment processes. This study investigates Basic Education teachers’ conceptions of assessment in Science and Mathematics, considering the tension between formative and summative approaches. A qualitative, exploratory bibliographic research was conducted, analyzing articles published between 2019 and 2024 in 22 leading education journals. After applying inclusion and exclusion criteria, 22 articles composed the final corpus, examined through content analysis. Results indicate the predominance of summative assessment practices centered on classification and grading, often influenced by institutional demands and large classroom contexts. Although theoretical frameworks advocate formative, continuous, and diagnostic assessment, its practical implementation remains limited. The findings highlight a gap between policy discourse and classroom practice, reinforcing the need to reframe assessment as an integrated, reflective, and transformative pedagogical action that promotes meaningful learning and teacher autonomy.