Assessment in the context of schooling organized in cycles: thoughts on its essential elements - doi: 10.4025/imagenseduc.v1i3.14242

Abstract

This paper presents a synthesis of the essential aspects related to the assessment in the context of schooling organized in cycles (non-retention policies). Such synthesis was developed from the analysis of research and publications on this topic, with special reference to the 33 PhD thesis and MPhil Dissertations presented from 2000 to 2011. It argues that the implementation of programs of schooling organized in cycles has a relevant potential to the instauration of assessment practices which can be a superior qualitative advance in relation the exclusionary and classificatory styles of assessment which are present in the Brazilian schools. I also argues that the overcoming of classificatory and exclusionary styles of assessment demands not only the formulation of programs of schooling in cycles and proposals of assessment with a progressive rhetoric but also the guarantee of objective conditions which allow teachers and school practitioners critically and actively incorporate such proposals.