REVIEWING HOW THE EVALUATION OF SCHOOL LEARNING WAS CARRIED OUT DURING THE COVID-19 PANDEMIC AND HOW THIS EVALUATION CAN BE DONE AFTER THE PANDEMIC PERIOD: A SYSTEMATIC REVIEW

Abstract

Introduction: Currently, with the possible departure from the pandemic to the endemic situation, schools are reopening and trying to repair the difficulties caused by the COVID-19 pandemic in learning. Objective: to carry out an integrative review of the literature in order to survey how school learning was evaluated during the COVID-19 pandemic and how this evaluation can be done after the pandemic period. Materials and Methods: A search of references was carried out in the journals CAPES, Google Scholar databases in March 2022. Seven articles met the established criteria. Results: 100% of the articles point to the format of formative and qualitative assessments in this return to face-to-face classes. Conclusion: These two types of assessment - qualitative and formative, are considered more effective in promoting learning as they allow for a fairer and more appropriate assessment by reducing learning during the pandemic scenario and repairing this gap more precisely in the back to face-to-face classes.