Teacher collaboration and review of evaluative practices

Abstract

The complexity from the pandemic reveals limitations of higher education and accelerates rethinking about practices and their transformation. The evaluation of
learning becomes central since the accreditation processes put pressure on the practices themselves. Faced with the challenge of adapting the evaluation to the new context, within an inclusive framework and democratization of knowledge, teachers meet to share experiences and instruments, questioning their own evaluations and adapting and adopting solutions from colleagues. A proposal for virtual workshops developed between 2020 and 2022 encouraged collaborative analysis, production, peer evaluation, and reflection on evaluation practices at six national universities in Argentina. The workshops promoted enriched proposals among peers. The instruments were reviewed from the relevance to the purposes, the clarity in the formulation of slogans, the cognitive challenges demanded and the agreement to be built around assessment criteria. The monitoring offered by
the pedagogical advice made it possible to question what was given, calm the immediacy produced by the criticality of acting and promote improvements throughout the workshops. The technologies enrich the evaluative proposals so that they have an inclusive sense and the democratization of knowledge.