Assessment in higher education: conceptions and transformations in professors that teach to teachers at a chilean university. The case of professional peer tutoring

Ricardo Sánchez-Lara, Javier Alarcón-Valenzuela, Gustavo Rodríguez-Sepúlveda and Luis Venegas-Ramos

Seminars in Medical Writing and Education, 2025, vol. 4, 701

Abstract: Introduction: To improve educational assessment, it is essential that teachers transform their understanding of what it is and what it is used for. Teacher training, especially professional peer-to-peer learning, has been revealed as an effective tool for achieving this change and, consequently, improving both teaching and assessment. Purpose and method: In this context, this article focuses on professional peer tutoring conducted by five tutors for 19 academics from the Faculty of Education at a Chilean university. The aim of this research is to describe, using a qualitative approach and phenomenographic design, the main transformations in the ways of conceiving evaluation. Results and conclusions: Among the results, a change in conception stands out, ranging from the technical and instrumental to the reflective, formative, and constructively aligned.

Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:dbk:medicw:v:4:y:2025:i::p:701:id:701

DOI: 10.56294/mw2025701

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