The Contribution of Descriptive Assessment to the Student’s Emancipation: Theoretical Considerations
Ioannis H. Konstantinou

Abstract
The purpose of the article is to highlight the contribution of descriptive assessment to the students’ emancipation and, in particular, to their self-determination. Introductory, a reflection on the pedagogical purposes of the school is developed, which includes the emancipation of the students. Next, the central concepts of the subject are identified, such as "descriptive evaluation/assessment" and "emancipation". Then, emancipation is approached as a pedagogical pursuit of the school and the theoretical and practical way in which the teacher, utilizing educational as well as valuation processes, contributes to the creation of conditions for the promotion and strengthening of the students’ emancipation. Regarding the descriptive evaluation, its role is defined as a technical attribution and recording of the students’ performance and an attempt is made to highlight, through the relevant theoretical considerations, its essential contribution to the promotion of the students’ emancipation and self-determination.

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