Assessment of Learning through Pedagogical Support: A Systematic Review

Abstract

The article conducts a systematic review addressing the topic of learning assessment through pedagogical support, with the aim of identifying key directions in this area. The PRISMA protocol was used. The results highlight the lack of attention to practices and beliefs about learning assessment and its relationship with pedagogical support, thus presenting a model that reveals the logic of the relationships between 1) evaluative exploration of practices and beliefs about Learning Assessment and its specificities at the initial level, 2) projection of didactic situations on said assessment, and 3) dialogical reflection of simulated cases at the initial level from the Science, Technology, and Society perspective. It concludes that a more comprehensive and contextualized approach is necessary, where didactic suitability is generated in the companions to guide primary level teachers in context.