Overview

At the beginning of this century, new sciences (Cognitive Psychology, Cognitive Neuroscience, Neuroeducation, etc.) gave rise to a certain rationality that could be applied to teaching, as it benefited from up-to-date scientific knowledge in decision-making in situ (Masandi Lez, 2020). Indeed, they have instilled a different way of teaching. Unfortunately, practitioners-teachers are still a long way from taking account of learners' future as human beings. An appropriate type of assessment can change this macabre situation: considering the teacher and his or her assessment practices in the classroom can boost the quality of teaching and learning. This book emphasizes the formative function of assessment, given that it is during the teaching-learning process that the quality of education becomes apparent. So: improving the quality and performance of learning and teaching requires the effective practice of formative assessment, otherwise known as evaluation - learning support which takes into account the learner's ""truly human"" development.

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