Public policies: right to learn and formative assessment
DOI:
https://doi.org/10.5212/PraxEduc.v.11i3.0002Abstract
This paper deals with the right to learn in school type education and considers the assessment as assurance of teaching and learning quality. It deals with the current evaluation processes and discriminatory misconceptions of merely summative assessments, which tend to qualify students. This text evaluates the punitive bias of meritocratic grading of learning and argues that only formative assessment can ensure the right to learn.
Keywords: Assessment. School education. Formative assessment. Right to learn.
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