Resumo

CALLADO PEREZ, Jennifer et al. Learning assessment in Higher Education. Conrado [online]. 2022, vol.18, n.86, pp. 312-321.  Epub 02-Jun-2022. ISSN 1990-8644.

The evaluation of learning is a controversial and complex educational process in the face of the heterogeneity of subjects that converge in the classrooms and that configure diverse practices, therefore, the conceptualization and characterization is carried out from theoretical references considered significant to contribute to the understanding. Of this educational activity whose importance is gradually increasing in light of the search for quality and excellence at the higher level, therefore, the positioning is focused on an evaluation for the improvement of teaching and learning, from the formative demands of the contemporary curriculum. Likewise, a review of the technical and practical rationality is carried out to clarify the practices oriented in each case, which constitute the origin of the debate between the duty to be of the evaluation of learning and the praxis developed in the classrooms, which requires a problem. relevant for its analysis at a higher level, depending on the installation of an evaluation culture, which accounts for its continuous, formative, participatory nature, which is supported by various evaluation devices and instruments, in coherence with group diversity. Feedback is based, as an input that favors communication and formative interaction from the perspective of different authors.

Palavras-chave : Learning assessment; university teaching; learning; technical rationality; practical rationality.

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