Analysis of evaluation and grading. Is pedagogical coordination between both approaches possible?

Abstract

Introduction: Currently, there is a terminological confusion between evaluation and qualification that implies, in addition to conceptual mistakes, errors in the way of understanding educational evaluation. Assessment is considered formative and serves learning, while grading has an accrediting function to measure learning. Methodology: For this study, a non-systematic review of existing literature in various databases and printed works was conducted with a dual objective: to analyze if the literature conceives the possibility of synergy between assessment and grading and to locate strategies that coordinate them. Results: It was found that both processes, assessment and grading, have their differentiated place in scientific literature, although in practice they are often confused. This confusion is mainly due to the grading tradition of assessment and the imposition of multiple functions on assessment, some even contradictory, which confuses teachers. Many teachers have experienced being graded, not assessed, during their student years. Discussion: The confusion between assessment and grading has deep roots in educational traditions and the multiplicity of functions assigned to assessment. This causes both terms to be used interchangeably in practice, affecting the clarity and effectiveness of teaching and learning processes. Conclusions: Teachers can combine assessment and grading through innovative and creative strategies in favor of the learning process, thus overcoming the traditional confusion and enhancing their positive impact on student learning.