Margarida Sousa

“The ASSESS project conceives and develops a student-centered approach, valuing the fundamental purpose of learning. It provides assessment practices responsible for supporting and guiding learning, and makes it easier for students to be aware of their progress and decide what needs to be improved. Thus, in a formative assessment framework, the support system that makes it operational identifies successful learning and learning that has caused difficulties. Both are favored by differentiated pedagogical interventions. In this logic, teacher feedback, self-assessment and co-assessment strategies are important, as is the use of the rubric as a powerful assessment tool.

In conjunction with formative and summative assessment, the rubric helps the student to appropriate the assessment criteria in order to develop the ability to put knowledge into context and, at the same time, materialize assessment decisions. In this way, the procedures of these assessment modalities are consistent with their different functions, and make it possible to use the same assessment information for both purposes.

In ASSESS, rubrics are presented as a format to facilitate the articulation between formative and summative assessments, in appreciation of the student’s commitment to the construction of knowledge, resulting from an added value of social recombinations.”