AVALIAÇÃO FORMATIVA VS. AVALIAÇÃO SOMATIVA: REPENSANDO O PROCESSO AVALIATIVO E SEU IMPACTO NO APRENDIZADO DOS ALUNOS

Assessment is one of the essential components in the teaching-learning process and has been studied by various authors over the years. Commonly divided into formative and summative assessment, this practice has profound implications for cognitive development and student engagement. Formative assessment is characterized by its continuous nature, providing immediate feedback and allowing pedagogical adjustments. In contrast, summative assessment is typically implemented at the end of a teaching phase, focusing on measuring learning at a single moment, which offers a broad but often limited view of student performance. Authors like Bloom (1968) and Black & Wiliam (1998) discuss the benefits of formative assessment, highlighting its ability to promote self-regulation and critical reflection in students. In contrast, Scriven (1967) and Popham (1987) argue that summative assessment, while potentially stressful, is necessary for effective diagnostic of educational outcomes and certification of acquired knowledge. This article proposes a conceptual review on the topic, analyzing the contributions of different authors to the understanding of both approaches and promoting a comparative discussion between them. It concludes that both methodologies have advantages and limitations, depending on the educational context and objectives. Therefore, integrating formative and summative aspects into the teaching process can enhance learning outcomes and create a more inclusive and effective assessment practice.