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The practice experienced in the educational process of adolescents hospitalized for cancer treatment, in which learning takes place outside the school context, requires activities that include educational action. In the case of a hospital classroom, it is necessary to consider that educational assessment cannot be just a concept in the student's curriculum; it is necessary to observe the physical and emotional aspects and the peculiarities of each student patient. The results of this research may support discussions about new assessment practices that contribute to the integral concept of education in a hospital environment.