ASSESSMENT IS MORE THAN JUST A GRADE: rethinkingassessment in the school context

Abstract

The book “A Avaliação como Aprendizagem: O Litígio da Nota” (2024), edited by Passarelli and Gomboeff, brings together studies that challenge the widespread use of grades in school assessments and consider their impact on teaching and learning. Divided into nine chapters, the work presents the perceptions of various educational stakeholders, including teachers, students, coordinators, principals and interns, and highlights the tension between formative assessment and grading practices. The authors emphasize that grades often become bureaucratic and exclusionary, perpetuating inequalities and labelling students. In contrast, they advocate a form of assessment that is more balanced, centered on qualitative feedback that promotes students' holistic development. Initial and continuing teacher training is identified as a critical factor in transforming assessment practices. This work makes a valuable contribution to the debate on educational policies and practices by pointing towards more ethical, participatory and emancipatory forms of assessment.