Assessment for learning and its implications for pedagogical planning

Abstract

This article aims to discuss assessment concepts and practices in Basic Education. Thus, we discussed how the construction of Pedagogical Planning - which we also call Assessment Planning - can contribute to the development of students' learning. We argue that this planning must be organized by the teacher who knows the reality of the classroom and considers its strengths and limitations. Therefore, it is up to the teacher to understand that evaluating is an act of investigation and that for this, it is necessary to develop some practices, such as: a) constructing and negotiating the criteria that will be evaluated in line with what is expected of learning; b) provide opportunities for the diversification of evaluation instruments/procedures; c) carry out feedback that has the function of guiding students to reflect and expand their learning; d) carry out retakes in continuity with the teaching-evaluating-learning process.