In this book, student evaluation is perceived as a practice, which is why it is presented through the dialectical relationship of the theoretical knowledge that supports its practice, as well as through the knowledge produced by the practice itself during the implementation of its various practices by the educator.

This is because its purpose is to challenge its traditional and self-evident nature, its logic, its "rational discourse," and the habits that establish and reproduce it. The aim is attempted to be achieved through the highlighting of its connections with social theory, pedagogy, the sociology of education, psychology, the impacts it has on student development, teaching, learning, and society, as well as through the presentation of alternative proposals that create prospects for its change.

Contents

• Introduction
• Terminology
• Evaluation in the historical and social context
• Student evaluation in the classroom
• Towards evaluation for learning
• Evaluation for learning and formative assessment
• Informal evaluation practices in the classroom
• Formal evaluation practices in the classroom
• Methods of capturing and expressing performance
• Bibliography