Abstract
Introducing assessment as learning content from a participatory perspective and not only as a qualification tool is a challenge and a pending subject in Spanish universities. Therefore, the aim was to: (1) describe the participatory assessment methods and the tools used by the teachers; (2) inquire about the conditions that facilitate and hinder the assessment practices analysed in higher education; and (3) analyse the proposals for improvement of the assessment practices implemented by the faculty. The methodological design is based on a qualitative approach, characteristic of the interpretive paradigm. More specifically, it is a case study. The results indicate that the students’ participation in the assessment process is an essential issue in their academic training and for their professional future in the educational field since the fact of facilitating their reflection on the educational process enables critical awareness and self-regulation.
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