STUDENTS' INVOLVEMENT IN FORMATIVE ASSESSMENT AT UNIVERSITY LEVEL

Abstract

At any level of the educational process the common efforts of the teacher and students are reflected on the obtained and evaluated students’ results. What is the students’ involvement and decision in setting up the assessment criteria and instruments to asses these results at university level? How will students’ results be affected by the possibility to choose some of these instruments and the number of participations in the formative examination? How will the formative assessment and the portfolio sustain personal and group progress? These are important questions for which this research will identify some possible analyses and conclusions. The research sample consisted in 71 second year students who were investigated during the first semester of 2018-2019 university year. Following the proposed assessment modalities and criteria, other teachers at university level could optimise the teaching process and the learning performance of their students.