Resumo

MUNOZ, Daniel Ríos  e  ARAYA, David Herrera. Decentralizing the assessment practice for student self-learning. Educ. Pesqui. [online]. 2020, vol.46, e219544.  Epub 30-Jul-2020. ISSN 1678-4634.  https://doi.org/10.1590/s1678-4634202046219544.

This article aims to analyze assessment decentralization as a democratizing process driven towards strengthening student participation and learning. We have selected specialized literature from an interpretative perspective, considering the role of assessment agents, self-regulation of learning and assessment decentralization as review criteria. The central argument sustains that assessment decentralization consolidates reflexive, critical and self-critical practices associated with the learning processes. We conclude that consolidating self-assessment, co-assessment and peer assessment are fundamental in order to constitute evaluation as a space for negotiating meanings and inter-subjectivities that contribute in creating a culture of assessment that focuses on the progress of meaningful learning and the development of more self-aware students.

Palavras-chave : Assessment decentralization; Self-regulation of learning; Assessment agents; Assessment modalities.

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