AVALIAÇÃO DA APRENDIZAGEM E PRÁTICAS FORMATIVAS: CONTRIBUIÇÕES PARA A MELHORIA DO DESEMPENHO ESCOLAR

Learning assessment is one of the central pillars of contemporary pedagogical practice, especially when guided by formative and diagnostic principles. This article aims to analyze, through a bibliographic review, how formative assessment practices contribute to improving school performance and promoting meaningful learning. Grounded in authors such as Luckesi, Hoffmann, and Black and Wiliam, the study discusses the need to overcome the classificatory and punitive model of assessment, proposing its redefinition as a tool for monitoring, regulation, and pedagogical intervention. Methodologically, this is a qualitative, bibliographic study based on books, scientific articles, and official documents published between 2000 and 2024. The analysis shows that formative assessment, by incorporating continuous feedback, self-assessment, and learning monitoring, enhances student engagement, reduces dropout rates, and improves academic achievement. It is concluded that the consolidation of formative assessment practices depends on teacher education, pedagogical management, and institutional culture, being essential for building a fairer and more inclusive school.