La evaluación formativa como práctica pedagógica en educación superior. Estudio de caso facultad de educación, Universidad Santo Tomás.

Abstract

Contemporary higher education systems are undergoing curricular renewal processes oriented toward student-centered learning and the implementation of learning outcomes. In this context, assessment plays a central role as a pedagogical mediation device for educational transformation. This study analyzes the relationship between assessment practices—particularly teachers’ assessment literacy, the development of student self-regulation, and evaluative judgment—and their influence on learning outcomes and curricular transformation processes. The study adopts a predominantly qualitative and interpretative methodological design, complemented by descriptive quantitative procedures. From a qualitative perspective, a case study was conducted at the Faculty of Education of Universidad Santo Tomás (Bogotá, Colombia), involving faculty members and students from undergraduate, specialization, and master’s degree programs. Additionally, the linguistic and cultural adaptation, as well as the validation, of the Formative Assessment Scale for Higher Education Institutions in Colombia (EEFCo) was carried out, enabling the quantitative analysis of the dimensions that shape these evaluative practices. The results reveal diverse conceptions of formative assessment and identify tensions between traditional approaches and dialogic and proactive models. Teaching practices are characterized through cognitive, instrumental, and axiological dimensions, highlighting the importance of trust and relational climate for effective feedback. Based on these findings, the study proposes criteria for a situated learning assessment pathway in response to the normative gap in Colombian higher education, contributing to the strengthening of an assessment ecosystem that promotes student agency and sustainable learning.