Formative Assessment in Higher Education:
Towards the Construction of Critical Professionals
DOI:
https://doi.org/10.17533/udea.rib.v47n3e357395Keywords:
evaluación formativa, cognición situada, parcial procesual, educación universitaria, ciencia de la información, prácticas letradasAbstract
This article presents a formative assessment approach with the aim of offering a different perspective on teaching processes through the application of strategies for meaningful learning. The experience has been implemented in the curricular unit Planeamiento en el Área de la Información taught in the Bachelor's programs in Archival Science and Library Science in Uruguay. Through a process-based midterm assessment, the goal is to ensure that students understand the course content by applying it to a strategic plan. The development of this approach during the period from 2021 to 2023 is analyzed, incorporating the perspectives of both the students and the instructors of the curricular unit. These inputs are integrated into the evaluation of the midterm tool conducted by the teaching team, which then makes adjustments and modifications based on the results. The theoretical foundation is based on the situated cognition paradigm, in which the student is an active participant in their own learning process, and cooperative learning as a way of integrating knowledge through collective construction. The conclusions share arguments that support the view of this assessment method as an effective way to challenge the learning developed in the classroom, contributing to the formation of critical professionals.
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