Psychopedagogic assessment in the contexto of care for diversity

Abstract

Intending to provide a pedagogic response to all students concerning care for diversity, psychopedagogy arose as a way to support and orientate educative action, allowing for assessment criteria and intervening in design, development, innovation and assessment of educational processes.Psychopedagogy, according to its role as a cooperative tool in educational learning processes, defines several ways to learn, register and analyse what happens with student interaction in varied contexts, estimates the various elements arising in student learning processes, presents tools to identify the way students’ skills show themselves among context features, acknowledges conditions for learning provided by contexts and thinks of learning as a result from social interaction. This paper addresses the role of psychopedagogic assessment as a strategy to guide adjustments to curriculum rather than adjusting evaluation, which points to a direct relation between evaluation and learning in the students’ formation process.

Keywords

• diversity
• psychopedagogy
• curricular flexibility
• techniques