Psicología y desarrollo integral: repensando la evaluación escolar desde la perspectiva de los estudiantes

Psychology historically entered schools to “adjust” students who did not fit a standard profile. From a critical perspective, psychology current role focuses on promoting the comprehensive development of children in interaction with the community, breaking cycles of inequality, stereotypes, and oppression. Therefore, it is essential to create conditions so that pedagogical content fosters critical thinking, autonomy, and social, political, and cultural participation. Thus, school assessment, as a key social function, must inform child development, promoting a humanized and holistic education. This study sought to understand the relationship between school evaluation and the comprehensive development of sixth-grade students. Study analyzed the researcher’s field diaries, discussions with students, and semi-structured interviews with students and a teacher. Interviews with the teacher explored the planning and implementation of assessments; with students it examined their perspectives and feelings about evaluation. A connection between assessment for learning and comprehensive development was identified, but it remains to be further explored. It is concluded that it is possible to build evaluation processes at the service of learning, integrating professional ethics and student subjectivity.