Silva RF, Gomes R, Ogata MN, Borges FA. Coordination between assessment and learning from an innovative perspective in health education. Interface (Botucatu). 2026; 30: e250419 DOI: https://doi.org/10.1590/interface.250419
Abstract
This study aims to discuss the coordination between assessment and learning aimed at students in the field of Health from an innovative perspective grounded in socio-constructivist educational frameworks and adopting dialogic and reflective learning and assessment practices. The issue observed was the discrepancy between the frameworks and the learning and assessment processes used in the training of health professionals. For an assessment to be consistent with the holistic learning process, it is suggested to incorporate a mediating–dialogic evaluative relationship, with formative and summative dimensions, a variety of instruments, and criterion-referenced approaches, moving toward assessment as a true opportunity for learning. The following are therefore considered: a) Agreement on the assessment process; b) Learning as the focus of assessment; c) Assessment with transparency and clarity of criteria; d) The teacher as a mediating pedagogical agent; and e) Student agency in the assessment process.
Keywords
Educational measurement; Teaching; Active learning; Universities; Teaching-learning process
Access in: https://doi.org/10.1590/interface.250419
