THE PATHS AND CHALLENGES OF RESPONSIVE PEDAGOGICAL ASSESSMENT IN SUPERVISED INTERNSHIPS IN BRAZIL AND PORTUGAL

Abstract

This paper problematises the concept of pedagogical assessment and its principles, bringing in what the authors call responsive assessment. In addition, it aims to understand its use in the classroom context, namely in the context of initial teacher training, in supervised internship practices, based on a restricted universe of guiding documents on the evaluation practices of the teaching and learning process (Curricular Unit Plan and Course Project), available on the websites of public universities in Brazil and Portugal to reflect on the orientation towards these practices, and to what extent they move towards the practice of responsive evaluation.  The methodology used for this journey is a narrative review, whose analysis of the literature and legal and institutional documents is based on the authors' personal interpretation and critical analysis, based on what they consider responsive assessment. The data was collected from the websites of five public universities in different regions of Brazil and Portugal, following certain criteria. The results allow us to conclude that there is an attempt to renew theoretical-practical conceptions and assessment tools, including digital ones, but there is still a resistance in the conception and timing of assessment, far from a responsive practice.