LEARNING ASSESSMENT BEYOND TRADITIONAL EXAMS: FORMATIVE AND CONTINUOUS ASSESSMENT METHODS IN HIGHER EDUCATION

Abstract

Learning assessment in higher education has been historically marked by classificatory practices focused on exams and grades, limiting students' integral development. Given this scenario, this article aims to analyze, through a bibliographic review, the contributions of formative and continuous assessment methods in higher education, highlighting their potentials, challenges, and impacts on the teaching-learning process. Based on the theoretical frameworks of Luckesi (1995), Hoffmann (2003), Perrenoud (1999), and Freire (1996), the study discusses the limitations of the traditional model and presents alternative assessment methods, such as portfolios, self-assessment, peer assessment, case studies, interdisciplinary projects, and seminars. The results indicate that formative assessment, by prioritizing the process over the product, fosters student autonomy, critical thinking, and meaningful learning. It is concluded that the transition to a mediating assessment model requires continuing teacher education, revision of institutional policies, and a collective commitment to an education centered on learning.