Is it Possible to Have School Learning Assessment and Meritocracy Together in the School?

This article questions how the assessment of school learning can coexist with meritocracy in a system supposed to ensure equity of opportunities, but that reinforces inequalities in practice. Resistance to new educational approaches is a challenge, and the role of the teacher must go beyond mere knowledge transmission, requiring commitment to the development of citizenship. The "improvement of education quality" must involve real investment in teacher training and teachers’ working conditions and cannot be reduced to quantitative indicators that overlook structural inequalities. School learning assessment is considered both an investigative practice and a learning opportunity. Meritocracy is a concept that may reinforce social inequalities by justifying the unequal distribution of resources and opportunities based on merit. The promotion of social justice in a meritocratic system is complex and often insufficient, as it does not eliminate existing structural inequalities and may even perpetuate them.