The borderline existence of school assessment. An outline of a hybrid approach to the teaching-learning category

<ns3:p>The subject of the considerations undertaken in the article is the thesis about the borderline existence of school assessment, manifested in the tensions that occur between the polar systems characteristic of the theoretical and practical dimensions of this teaching-learning category. The analysis, in which I used a paradigmatic approach to teaching and assessment practices located between paradigms, was subordinated to two categories: the shadow zone and hybrid co-occurrence. The obtained conclusions indicate the validity of thinking about school assessment as an entity that escapes the framework of canonical teaching-learning definitions and clear paradigmatic assignments, but is impossible to recognize outside the assumptions of educational theory. I do not treat the possibility of hybrid coexistence of various types of school assessment presented in the article as a universal solution, but rather as an invitation to discuss this topic.</ns3:p>