Study at the Autonomous University of the Andes Uniandes on developmental learning and formative assessment

Abstract

This paper examines formative assessment as a key element of developmental learning in higher education, taking the law program at the Autonomous University of the Andes Uniandes as a reference. A mixed methodology was used, combining a systematic review of the literature, questionnaires administered to students, interviews with teachers, focus groups, and document analysis, with the aim of diagnosing the current situation of assessment practices and designing proposals for improvement. The results show a predominance of summative assessment, mainly oriented towards written exams, which reduces opportunities for feedback and increases academic anxiety, especially among women. Both teachers and students pointed out as difficulties the lack of innovation, poor feedback, and institutional restrictions, factors that hinder the implementation of formative assessment. In contrast, the specialized literature highlights that formative assessment contributes to academic performance, intrinsic motivation, and the strengthening of critical, ethical, and reflective skills. Based on this framework, intervention strategies are proposed in an effort to enhance formative assessment and developmental learning.