FORMATIVE ASSESSMENT IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION: A CRITICAL ANALYSIS OF THE CHALLENGES, POTENTIALS, AND PERSPECTIVES OF ASSESSMENT PRACTICES IN TECHNICAL COURSES

Authors

  • Aline Moreira Barbosa de Lima Universidade de la Integración de las Américas
  • Izamilda Araújo de Freitas Universidade de la Integración de las Américas
  • José Lucyan Mendonça de Almeida Universidade de la Integración de las Américas https://orcid.org/0009-0008-9400-1149
  • Lourival França de Oliveira Júnior Universidade de la Integración de las Américas https://orcid.org/0009-0005-4756-0982
  • Lívia Cledja da Silva Correia Universidade de la Integración de las Américas
  • Vilma Teixeira de Oliveira Tenório Universidade de la Integración de las Américas
  • Magno de Souza Holanda Universidade de la Integración de las Américas

DOI:

https://doi.org/10.51891/rease.v12i8.29235

Keywords:

Learning assessment. Formative assessment. Professional and Technological Education. Professional education. Feedback.

Abstract

Formative Assessment in Professional and Technological Education: A Critical Analysis of the Challenges, Potentialities, and Perspectives of Assessment Practices in Technical Education Formative assessment has been increasingly recognized as a pedagogical approach focused on the continuous monitoring of learning, contrasting with traditional assessment models centered on grading and student classification. Within the context of Professional and Technological Education (PTE), its implementation presents specific challenges arising from the characteristics of technical education and the persistence of conventional assessment practices. This study aimed to critically analyze the scientific literature on formative assessment in Professional and Technological Education, identifying challenges, potentialities, and emerging trends related to assessment practices in technical education. This qualitative bibliographic study was based on the analysis of books and scientific articles published between 2011 and 2025 and retrieved from SciELO, Google Acadêmico, and the CAPES Periodicals Portal. The findings indicate that, although formative assessment is widely recognized as an effective strategy for promoting meaningful learning, student autonomy, and continuous pedagogical improvement, its implementation remains constrained by institutional cultures focused on grading, teachers' workload, and insufficient professional development.

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Author Biographies

Aline Moreira Barbosa de Lima, Universidade de la Integración de las Américas

Mestranda em Ciências da Educação pela Universidade de la Integración de las Américas – Unida -PY.

Izamilda Araújo de Freitas, Universidade de la Integración de las Américas

Mestranda em Ciências da Educação pela Universidade de la Integración de las Américas – Unida -PY.

José Lucyan Mendonça de Almeida, Universidade de la Integración de las Américas

Especialização Lato Sensu em Ensino de Ciências e Matemática, Mestrando em Ciências da Educação pela Universidade de la Integración de las Américas – Unida -PY.  

Lourival França de Oliveira Júnior, Universidade de la Integración de las Américas

Especialização Latu Sensu em Gerenciamento da Construção Civil – Obras, Mestrando em Ciências da Educação pela Universidade de la Integración de las Américas – Unida -PY.

Lívia Cledja da Silva Correia, Universidade de la Integración de las Américas

Mestranda em Ciências da Educação pela Universidade de la Integración de las Américas – Unida -PY.

Vilma Teixeira de Oliveira Tenório, Universidade de la Integración de las Américas

Mestranda em Ciências da Educação pela Universidade de la Integración de las Américas – Unida -PY.

Magno de Souza Holanda, Universidade de la Integración de las Américas

Doutor em Ciências da Educação pela Universidade de la Integración de las Américas – Unida -PY.

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Published

2026-08-06

How to Cite

Lima, A. M. B. de, Freitas, I. A. de, Almeida, J. L. M. de, Oliveira Júnior, L. F. de, Correia, L. C. da S., Tenório, V. T. de O., & Holanda, M. de S. (2026). FORMATIVE ASSESSMENT IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION: A CRITICAL ANALYSIS OF THE CHALLENGES, POTENTIALS, AND PERSPECTIVES OF ASSESSMENT PRACTICES IN TECHNICAL COURSES. Revista Ibero-Americana De Humanidades, Ciências E Educação, 12(8), 1–20. https://doi.org/10.51891/rease.v12i8.29235

Issue

Vol. 12 No. 8 (2026): Revista Ibero-Americana de Humanidades, Ciências e Educação — REASE

Section

Artigos

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License

Atribuição CC BY