The transformation of assessment practices at school from a teacher leadership approach

Abstract

This article has the goal of highlighting the need to perform an impactful change in education. For this purpose, we reflect on the assessment practices and teacher leadership forms needed to transform the educational core by focusing on the concept of assessment as learning. We researched and categorized different assessment types associated with teaching at schools in order to explain how each one of them understands and guides learning according to a specific vision of the relationship between the teacher, the student, and the curricular contents. To further discuss this need for change, we analyzed several Latin-American approaches that do not align with conventional schooling. We highlight the experiences of Colombia, Uruguay and Mexico.