Year: 2026
Type: article
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.
Authors: Lucas Jonathan Martins Ribas, Ticiane Dias Prado, Natália Gonçalves Ribeiro, Paula Xavier de Faria Alves, Márcia Cruz Correa Netto Soares, Pamela Scarlatt Durães Oliveira, Josefina Maria Sucasas Braz, Ariane Xavier de Faria Alves, Denilson José da Silva, Hellen Juliana Costa Diniz, Géssica Thaís Nascimento Oliveira Ladeia, Eliane Loschi da Silva, Gregorio Ribeiro de Andrade Neto
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7202297728