Formative Assessment in Engineering Courses at PUJ: Faculty Perspectives on Assessment

The role of assessment is pivotal in the teaching-learning process, serving as a guiding tool for students to understand the necessary improvements to achieve competency. While summative assessment remains prevalent in teacher-centered learning approaches, a shift towards curriculum reform, such as the CDIO initiative at the School of Engineering, Pontificia Universidad Javeriana, is fostering a transition towards more active, student-centered pedagogical practices. Given the fundamental nature of evaluation in teaching, this study integrates data from surveys and interviews to explore faculty evaluative practices and their conceptualizations of assessment. Key factors essential for effective feedback and transparency within the assessment framework, including the communication of learning outcomes and assessment criteria, undergo thorough examination. Findings reveal that approximately half of the faculty members prioritize encouraging students' critical reflection on their learning processes, aligning with their feedback strategies. However, some faculty still lean towards grading of student knowledge. This study lays the groundwork for continued discussion on assessment processes within the School of Engineering.