Learning to learn and assessment: Complementary concepts or different worlds?

Learning to Learn’ (L2L) is considered a key skill for thetwenty-first century. It is understood here as a hyper-competence,which mobilises resources of the individual and/or groups in a sensemaking effort to improve or update one’s own learning. By means ofclassroom assessment during the teaching-learning cycle, teachers canpromote this competence in their daily practice. This paper focuses onthe L2L–assessment relationship, presenting data from an international qualitative research project conducted in Brazil, Ecuador, Italy,Mexico, Spain and Uruguay from a comparative perspective