Teaching experiences with formative assessment practices in higher education. What do we say when we talk about formative assessment in university?

Abstract

The article presents the experience of the authors as trainers of university level teachers (men and women). In a national university in Buenos Aires (Argentina), the teacher training center of the institution offers different training spaces linked to the evaluation of learning at the higher education. There, the experience that works as a starting point to reflect on the challenges of evaluating learning in virtual environments is developed.

The teacher training experience focuses on six training paths carried out in the last three years. The formats have been courses and workshops. All in virtual mode. Within this framework, tools are proposed to think about formative evaluation in the context of virtual education.

The article opens with the contributions of diverse authors that serve as a ground to analyze the experiences. Then, we note various interpretations linked to the experiences of teachers with formative evaluation are presented. Next, we present the obstacles that frequently arise when planning the improvement of evaluation practices are identified and, finally, conclusive lines are exposed. Among them, the importance of the teaching role and the practices of peer evaluation and self-evaluation stand out. The conclusions are intended to open new questions to deepen reflections in future works.