LEARNING ASSESSMENT: RETHINKING METHODS FOR FAIRER AND MORE INCLUSIVE TEACHING

Abstract

Learning assessment is a topic of significant relevance, especially in light of the need to promote equitable and inclusive teaching. This choice is justified in view of the fact that traditional assessment methods effectively do not meet the diversity of students, limiting themselves to measuring knowledge in a restrictive way. The main objective of this study is to investigate innovative assessment approaches that recognize and value the different forms of learning. The methodology used was a bibliographic analysis, which included a survey of contemporary practices of inclusive evaluation in educational institutions. The main results indicate that the implementation of contextualized assessment methods, which integrate practical activities, self-assessments and collaborative feedback, not only favor a better demonstration of knowledge by students, but also encourage reflection on their learning processes. The most relevant conclusions point to the need for an evaluation model that goes beyond mere measurement, prioritizing continuous development and inclusion. In addition, the importance of robust pedagogical support for educators is highlighted, to enable them to employ strategies that meet diversity within the classroom. By rethinking the assessment of learning, it is advocated to build an educational environment that values diversity and inclusion in a structural way, promoting a fairer education and preparing students for the challenges of the contemporary world.