RT Conference Proceedings
T1 The educational role of evaluation: formative and shared evaluation in the university field
A1 Alba-Dorado, María Isabel
K1 Enseñanza superior
AB Nowadays, we have a scenario marked by an increasingly complex and time-consuming formativemodel, which differs considerably from that which has been used until now. This raises the need torethink, review and reconsider the teaching and learning model of today's universities with the aim ofdesigning a new educational model that responds to the new emerging training needs that earlytwenty-first century society demands.These changes in the training model make it necessary to rethink the existing evaluation processes,which are going to be affected by strong changes. They are determined not only by the passage of thetraditional emphasis put on the teacher and the education, to the importance that is given today to thelea rning and to the student as the centre of this learning process; but it also changes the purpose ofevaluation, moving from the acquisition of a series of academic knowledge to the development of skillsand gaining basic and more complex applied knowledge; but above all, it changes the role thatevaluation has in improving these learning processes.The usefulness of the evaluation is not only in the ability that it gives us to verify the final performanceof the student's learning, but that it should also serve as a training element, which is integrated into theteaching and learning processes from start to finish. Thus, the evaluation should serve not only toassess whether the student has assimilated knowledge, but also to guide their learning.This in-depth review of the evaluation process also involves thinking about the method and the actorsinvolved in this process. So, against the punitive nature of traditional assessment carried out by theteacher who evaluates a group of students in an exercise of authority, it is necessary to think ofalternatives that involve and engage students in their own evaluation process and, therefore, in theirown training in order to achieve a lasting learning that will serve them throughout life.In this new evaluation model, the actor who assesses is not only the teacher, but all those involvedhave a responsibility to participate in the evaluation and self-assessment activities. In this way,evaluating is a shared responsibility, in which neither the teaching nor the learning are stopped. Thestudent must participate in all activities to keep learning.Thus, the evaluation should be understood as a formative and shared activity between teachers andstudents. This will allow us to definitively know whether or not the teaching objectives, methodologyused, resources, assessment, etc. are responding as expected or whether they have to be changed intime to get closer to the fixed goals. All this leads us to consider and to take into account in theprocess of teaching and learning not only the more technical aspect of evaluation, but also its morehuman, critical, reflective, formative and negotiating dimension.
PB IATED
YR 2016
FD 2016
LK http://hdl.handle.net/10630/12602
UL http://hdl.handle.net/10630/12602
LA eng
NO Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 24 ene 2026