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This essay has the purpose to study the main points in learning assessment from a constructionist view. Also, this view can be used as an ethical device to reflex upon the use that the Ministry or Education of Costa Rica has given to learning assessment. Thus, dialogue is considered the main assessment ethical device to be carried out from a constructionist point of view. It is important that in learning assessment, teachers are not separated from the studentslearning-teaching processes. To accomplish this, teachers have to take into consideration pedagogical decisions to promote a kind of teaching that understands diversity in students and promote learning with sense and functional value. For this, metacognitive processes are required as part of pedagogical mediation, that is, turn the classroom into a democratic, cooperative and self-evaluative space. Learning assessment from a constructivist point of view is conceptualized in this essay as a process of dialogue, reflection, and constant improvement of the studentslearning-teaching processes that allows to decision making, feedback as well as to value judgments in authentic conditions in and out the classroom. A constructionist point of view is proposed from learning assessment to recognize a new concept of credibility that takes into consideration the new social and ethical consequences of teachers when they put learning assessment into practice.

La perspectiva ética de la evaluación de los aprendizajes desde un enfoque constructivista