The critical review of assessment procedures must constitute a practice aimed at improving the quality of learning which occurs within the interaction of professors and their students. For doing so, such a practice should focus on the students' skills, interests and aptitudes, turning the assessment process into a natural and integrating part of the whole learning system. So, when the assessment aspect is linked to learning, the perspective of action-research happens and it implies the understanding of teaching like a continuous process, like in a circle, based on 'action-observation-reflection-new action'. This is a perspective that considers the presence of human interaction and social intervention in all formative processes, for instance, the processes of constant search and collective construction. Considering that, when the subject is related to language, learning to read and to write texts demand the students´s skills connected to language (DOLZ and BRONCKART, 2002). Thus, this essay deals with some contributions to change the current assessement culture through a proposal of formative assessment (PERRENOUD, 1999), by which the process of mediation and formation is in favor of action skills development as well as discursive and linguistic-discursive chunks (DOLZ and SCHNEUWLY, 2004) of learning could be apprehended by the teacher and recognized by the student. Therefore, the concept of capacity is taken into account to monitor the difficulties and obstacles of learning as a whole. Parting from it, the investigative study, the reflexive practice and the registers of the professor guide the process of assessment and the constitution of goals in teaching to benefit learning of reading, understanding, interpreting, producing and transposing to other situations of communication that go beyond those that were focused on the classroom. Finally, we suggest the use of an assessment scale (DOLZ, GAGNON, TOULOU, 2008) as an instrument of mediation between the process of formative assessment and the processes of reflection and individual reflection, among pairs and collective writing production and also from the objects pointed on a textual genre.
assessment; social discursive interacionism; language skills
