This research analyzes students’ representations of the assessment methods and practices used in the subject of History, Geography, and Social Sciences in public, vulnerable schools in a border region. The study is qualitative, using interpretative techniques to explore representations related to assessment practices. Data collection was carried out through in-depth interviews.
The results indicated that the main themes identified were: a dynamic conception of learning, a complex view of assessment that includes attitudinal values, and a representation of the teacher as an agent who adapts institutional assessment criteria in response to learning objectives.