ABSTRACT
WHEN CARRIED OUT OVER a longer period of time with several recurrent processes, assessments provide an outstanding opportunity for learning from past experiences and from other assessments. Through learning, assessments could improve their procedures and enhance their effectiveness in supporting issue development. If assessments were considered continuous learning processes, rather than one-time events, they could be organized as constant processes of improvement and reflective change of the institution and, consequently, they might become more powerful institutions in the process of solving environmental problems.
