THE TEACHER’S SOCIOEMOTIONAL COMPETENCIES IN ASSESSMENT PRACTICE AND SCHOOL MANAGEMENT: A MULTIFACETED PERSPECTIVE

Several authors have emphasized the importance of affectivity in the teaching and learning process, as well as its influence on creativity, motivation, sense of belonging, and memory. But what if we talked about benevolence? Is there room in the school context for this approach? Care for students’ well-being includes preparing them to be honest, helpful, responsible, loyal, respectful, and harmonious within the group. We use the term benevolence to represent care for the learning climate, the organizational climate, and the creation of interpersonal relationships based on respect and kindness in the school environment. It is important to remember that socioemotional competencies cannot be measured quantitatively; therefore, assessment is predominantly qualitative, observed through self-assessment, self-report, interviews (individual, group, narrative, and episodic), discussion circles, online questionnaires, and other tools that support the development of students’ learning. We must not lose sight of the perspective that assessment is a continuum that should occur at multiple moments during the class and cannot be viewed in a compartmentalized way. This premise is essential so that assessment methodologies come as close as possible to the reality of student learning and, based on this, teachers can choose the most appropriate recovery strategy, if necessary.