Learning assessment: training and planning in the contemporary educational context
DOI:
https://doi.org/10.51281/impa.e025035Keywords:
Education, Learning, Teaching, Teacher, Teacher trainingAbstract
Learning assessment is a central practice in the educational process, directly influencing the quality of training and pedagogical planning. This work investigates contemporary assessment approaches, discussing their relationship with teacher training and teaching planning. The methodology used included an analysis of recent studies published between the years 2019 and 2024. Relating the concepts in question and enriching the theoretical contribution, we present the contributions of authors such as: Luckesi, Hoffman, Romão and Paulo Freire, internationally recognized by numerous works on assessment concepts. The results show the importance of dynamic and reflective assessment strategies, suggesting that planning integrated with assessment promotes significant learning. After analyzing the articles, it is possible to highlight the need to invest in the continuous training of teachers and in the review of assessment instruments used in basic and higher education, with the aim of achieving higher levels of assessments, structured practices and updated methodologies.
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