Learn from the pandemic and overcome the impass: the pedagogical assessment in the aim of quality and equity

• Autor(a) principal: Braga, Fátima
• Data de Publicação: 2021
• Outros Autores: Silva, António Joaquim Abreu
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34632/investigacaoeducacional.2021.10187

The Covid-19 pandemic brought out the very important role of schooling, and it showed the need to overcome organizational and pedagogical impasses. This text focuses on one of them – pedagogical assessment – and materializes one of the moments of an investigation-reflection-action project on representations and teaching practices. Indeed, it presents a theoretical foundation and a conceptual clarification. The first part presents a reflection on the current technological and societal change – an uncertain and liquid universe – and develops a theoretical and conceptual frame on the organizational and pedagogical dynamics necessary for the current processes of schooling, in a new paradigm – from knowledge for action to knowledge for understanding – in order to argue for the use of domains in knowledge organization. In the second part, realizing what in the first is presented, we defend the need to elaborate, in schools, Assessment Frames that clarify to the whole community the practices of pedagogical assessment of learning, based on true evaluation criteria, through which students’ grades are assigned. It ends with a proposal for meta-evaluation of the Assessment Frames.