Teaching through assessment: the construction of learning in the early years of elementary school beyond the classification logic

Abstract

This article discusses assessment in the early years of elementary school as an essential tool for promoting students' comprehensive development. It advocates for a formative, continuous, and reflective approach to assessment that seeks to understand learning processes and respect students' unique characteristics. Assessment should be understood as a process that aims to support learning and inclusion, not as an end in itself. To achieve this, it is necessary to change the culture of assessment, which is often seen as a classificatory and punitive mechanism. Qualitative research was conducted to better understand how assessment is viewed and practiced by teachers. Based on authors such as Luckesi, Vasconcellos, and Perrenoud, it advocates for a formative approach to assessment that seeks to understand learning processes and support student development. The article highlights the importance of assessment practices that are more consistent with the formative approach, such as self-assessment, co-assessment, the use of portfolios, reflective journals, systematic observations, interdisciplinary projects, and constructive feedback. The conclusion is that promoting an assessment culture that contributes to the comprehensive development of students requires changes in teacher training, pedagogical planning, and the collective engagement of the school community. Assessment must be understood as a critical and ethical tool to support learning and inclusion.