Abstract

RODRIGUEZ-VENEGAS, Andrea Alejandra; VILLAGRA-BRAVO, Carolina Pilar  and  ARAVENA-KENIGS, Omar Andrés. REDEFINING LEARNING ASSESSMENT AS A PRACTICE OF FREEDOM. Cad. Pesqui. [online]. 2024, vol.54, e10121.  Epub May 07, 2024. ISSN 1980-5314.  https://doi.org/10.1590/1980531410121.

The present study aims to describe the redefining of the understandings of teachers in initial training with regard to assessment. The present case study used a qualitative, exploratory-descriptive methodology. A total of 29 teachers in training at a Chilean university took part. Information was collected through interviews before and after the implementation of a training process based on the assessment-as-learning approach. There were changes in understandings and practices, particularly awareness of the social and continuous nature of assessment. The conclusion is that assessment-learning as a practice of freedom emerges from collaborative and democratic spaces and implies a liberation from the fear of error and the need for external control.

Keywords : ASSESSMENT; LEARNING; AUTONOMY; INITIAL TEACHER TRAINING.

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