Publisher's Synopsis
Assessment, explained in the legal regulations as a process that regulates teaching and learning and is based on the continuous and systematic collection of information about students' performance using a variety of instruments, continues to rely predominantly on conventional instruments - paper and pencil tests - carried out on pre-scheduled dates, perpetuating an assessment logic that focuses on products rather than processes, to the detriment of a more formative, interactive, day-to-day assessment that focuses on students' difficulties, on what they still can't do, an assessment that is cognitively integrative and promotes learning and success for all.
