The evaluator educator and school learning in dialogue with didactic propositions

Abstract

This article discusses the methodology for measuring learning applied by basic education educators through bibliographic research and analyzes how this stage interacts with the assessment developed and structured in the assimilation of students' knowledge. The bibliographic research addresses assessment as a continuous learning opportunity process that fulfills performance diagnosis functions and, consequently, contributes to building proficiency for the pursuit of full learning. A guiding question directs the dialogue with the theoretical frameworks, inquiring how the educator conceives the act of evaluation and relates it to student learning in the digital context. The information obtained from the literature review formed the basis for proposing pedagogical practice strategies that present feasible actions to ensure the student's full learning and, consequently, improve performance through school assessment.