TEACHING AND LEARNING ASSESSMENT FROM A HIGHER EDUCATION PERSPECTIVE

Abstract

This study aimed to discuss the evaluation of teaching and learning from the perspective of higher education. A theoretical-reflective study was conducted, consulting the databases of the Scientific Electronic Library Online (SciELO), PsycINFO, the Education Resources Information Center (ERIC), the Web of Science (WoS), the Brazilian Digital Library of Theses and Dissertations (BDTD), and the database of theses and dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES). The results indicate that evaluation in higher education is a multidimensional process that integrates diagnostic, formative, and summative functions, with student perception being directly influenced by the teacher’s pedagogical approach. It was observed that, although cognitive assessments are fundamental for measuring reflective capacity and the organization of ideas, there is a growing need for instrumental diversification to encompass the psychomotor and affective domains. The literature shows that direct observation, aligned with Miller’s pyramid, provides an integrated view of practical performance; however, institutional barriers and an excessive focus on classification still limit the potential of assessment as a tool for reinforcing learning and controlling instructional quality. It was concluded that assessment effectiveness depends on the transition to a dialogical and mediating culture, capable of overcoming the fragmentation of knowledge and promoting student autonomy.