The main objective of the present paper is to present assessment in basic education as a pedagogical resource at service of the construction of the teaching and learning process and it complementarily aimed to deepen the discussion on evaluation instruments that become formative, either for teachers or students. For this purpose, the BNCC was covered (in Portuguese, Base Nacional Comum Curricular – Common Curricular National Base, a normative document which defines the organic and progressive essential learning goals that students are to develop as they advance through school). This document proposes a different approach towards assessment of student performance, students who will develop their knowledge through the reach of competences and skills. The paper presents different concepts of assessment, and they lead us to reflect on how to use this tool for the effective construction of learning, making the dialogue between teacher and student in the different evaluative dimensions essential. It made the importance of reflection by the teachers in their pedagogical practices quite clear, as well as student participation in recognizing their progress and difficulties. The methodology used was bibliographic research, which gave theoretical support to the concepts presented throughout this discussion. It is evident that the assessment should take place throughout the teaching and learning process, far beyond the specific tests that prove the knowledge acquired, contributing positively to the academic trajectory of the students and the self-reflective teacher.
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