Transforming assessment practices in university teaching for today's students

Abstract

The article focuses on a study that was aimed at systematising the experience of a group of academics from the Faculty of Philosophy and Humanities of the University of Chile in which a process of transformation of their assessment practices was undertaken. It addresses the changes experienced by academics and students, drawing on qualitative evidence that is triangulated with quantitative data on failure rates and performance distributions. Relevant findings are offered in connection to the changes that are required in higher education to face the increasingly diverse profile of students that are getting access to this level of education.