Abstract Today’s students face the challenge of learning in a dynamic world, where knowledge is continuously enriched, and the skills of the twenty-first century are becoming mandatory. In this context, the need arises to change the educational landscape, to rethink and implement educational assessment in a new way – adapted to a digitally participative world. The teaching–learning–assessment process requires the continuous adaptation of teachers to different student generations. From the perspective of teacher training, assessment-assisted learning promotes the transition from the notion of controlling knowledge acquisition to a concept of assessment focused not only on learning outcomes but also on the processes involved. This shift signifies the move from a pedagogy of knowledge transmission to a pedagogy of acquiring knowledge and a science of becoming. In the twenty-first century, sophisticated competencies and knowledge can no longer be evaluated through a traditional, outdated, test-based approach that relies on item responses and minimizes the need for human judgment and creativity in answer selection. From the perspective of constructivism, graphic organizers, as pedagogical resources, value active and non-directive pedagogy, favoring real learning contexts, student support rather than intervention, guided discovery, encouragement to explore diverse perspectives, collaborative learning, project-based approaches, etc. Graphic organizers highlight the relationships between concepts, ideas, factors, and so on.
Roxana-Maria et al. (Wed,) studied this question.