LEARNING ASSESSMENT PARADIGMS: A REFLECTIVE LOOK AT THE GENERAL EDUCATION SUBSYSTEM IN MOZAMBIQUE

Abstract

The study aims to reflect on the assessment paradigms in force in Mozambican schools, analyzing which would be the most ideal at the current time. The research was based on a qualitative approach, in which a bibliographic review on educational assessment was carried out, as well as an analysis of documents that regulate assessment in the General Education subsystem in Mozambique. When reflecting on the assessment paradigms, it is clear that assessment needs to be seen as a commitment that leads the teacher to create moments of interaction and reflection during classes, so that students can share their own ideas, since in most schools assessment remains rooted in the idea of ​​verifying learning through the assignment of grades, which favors the quantification of results rather than measuring student development.