Assessment of learning in Youth and Adult Education (EJA): Myths, Rituals Realities

This book offers a reflection on the practices of learning assessment carried out within the context of Adult and Youth Education (EJA). Drawing on studies in andragogy, the book aims to demonstrate that, given the diverse learning styles of the thousands of young people and adults attending EJA schools, it is necessary to consider different approaches, including those to learning assessment. The realities emerging from dialogues with teachers working with the EJA population point towards an assessment practice conducted from an emancipatory and democratic perspective; however, conceptual misconceptions persist that prioritise measuring and testing, whilst disregarding students' learning. In this regard, a ritualistic form of assessment is still practised, carried out periodically to meet institutional requirements. This is a myth, something still poorly understood, given that the focus is not on learning.