Assessment strategies and instruments in university contexts: an approach from academic practice
DOI:
https://doi.org/10.5281/zenodo.15833435Keywords:
educational assessment, assessment instruments, higher educationAbstract
This research examines the use of assessment instruments in higher education, focusing on the Catholic University of Santa María during the first semester of 2024. The main objective was to analyze the type, frequency, and effectiveness of these instruments in the teaching-learning process. To this end, a mixed-method approach was adopted, using the historical-logical method to collect data. A quantitative analysis of institutional syllabi was conducted, complemented by a critical review of recent scientific literature. The findings reveal a predominant use of traditional instruments, with a significant emphasis on written exams (23%) and oral participation (12%), although with notable variations between faculties. Structural deficiencies were identified, such as ambiguity in assessment criteria (reported by 74% of students) and considerable faculty resistance to innovative approaches (85%). However, the pedagogical value of tools such as rubrics and portfolios is recognized, as they foster more objective, reflective processes consistent with a competency-based approach. In conclusion, universities need to implement ongoing teacher training strategies, foster a culture of authentic and diverse assessment, and harness the potential of emerging technologies such as artificial intelligence to modernize assessment processes, thereby ensuring greater equity and educational relevance.
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