Evaluate to transform: foundations for rethinking evaluation in law

This article examines assessment as a fundamental component of the teaching and learning process in higher education, emphasizing its formative value beyond grading. It outlines various functions of assessment, its coherence with instructional planning, and the role of the teacher as a designer of meaningful learning experiences. From a situated perspective, it proposes a midterm exam based on the analysis of legal cases as an assessment tool that fosters critical thinking and connects theory with practice. Assessment is presented as a pedagogical opportunity, both for teaching and for learning.