Analisando o processo avaliativo no ensino-aprendizagem.

Abstract

This research presents results obtained from a bibliographic analysis of 80 articles from the last 30 years, focusing on assessment in teaching and learning. Its aim is to analyze and critique the use of more conventional assessment activities, as well as to enhance knowledge about assessment in the field of Education. Data were collected using search keywords and criteria based on the PRISMA method, which involves excluding articles that do not support the research. Of the 80 articles reviewed, 18 were selected for the study. The selected works revealed an effort by educators to improve the assessment process through alternative methodologies such as concept maps, apps, and especially feedback on completed activities. It is evident that ongoing professional development focused on the assessment process is still needed, given that assessment often retains a meritocratic and punitive nature, rather than serving as a tool integrated into the learning process. It is concluded that assessment in the educational context still shows gaps in both conception and implementation, highlighting the need to better understand how to measure students' knowledge without relying solely on traditional activities such as tests.