3.1.1. INTRODUCTION
In a context where the teaching and learning processes are being discussed worldwide, it is paramount to reflect on the teaching, learning and assessment purposes to establish a shared understanding on the importance of the personal, social and learning to learn key competence. (LifeComp, 2020), aiming at the development of 21st century competences. In this scenario, the effective articulation between the development of knowledge, skills and values/ responsibilities seems to be essential to promote learning equity and agency; thus, contributing to the students’ readiness for the real challenges that await.
Traditionally, assessment focuses on knowledge, in particular on prior knowledge (diagnostic assessment) and acquired knowledge (summative assessment). Nevertheless, it is also crucial to address the students’ skills and values/ responsibilities; thus, contributing to the development of global citizens.