“…Let us resume the idea of the repetition of teachers' evaluative experiences as their main assessment model, also found in the study by Siqueira, Freitas, and Alavarse (2021). This practice carries with it implicit theories about the acts of teaching, learning, or assessing, and is echoed in the ideas that conceive assessment as measurement and classification, which, in turn, can explain the preference of university professors and students for the test device (Santos, Donato, Ottoni, Weide, & Werner, 2020;Gonzatti, De Maman, & Neide, 2021;Gonzatti, 2021).…”