The objective of this paper is to contribute to an assessment conception grounded in social-historical-cultural perspective, which has oriented this research and our practice as teachers. This objective is reached by contrasting two assessment models, named psychometric and dialogic, using references extracted from the Activity and Mediated Action Theories. The models are distinguished detaching their potential for: (i) revealing constitutive tensions that can be identified in assessment process; (ii) raising students and teachers' awareness of the educational practice experienced by them; (iii) orienting pedagogical planning conceived by teachers from students' contributions. We understand these potentialities as essential for the creation of assessment practices committed to improve students and teachers to a status of subjects in the scholar experience.
School Evaluation; Activity Theory; Mediated Action Theory
