Guidelines and evaluation strategies articulated in the evaluation system for learning in higher education

Abstract

The assessment for learning in higher education must transcend traditional approaches, holistically integrating knowledge, know-how, and being in coherence with a student-centered educational model. In this context, it is essential that higher education institutions (HEIs) adopt evaluative strategic lines articulated with the National Evaluation System for Learning (SNEPA), which helps strengthen comprehensive knowledge in accordance with the National Education Strategy in all its modalities, 'Blessings and Victories' 2024-2026, particularly in its axis 13 educational quality and axis 14 teacher training. In this framework, it becomes necessary to identify areas for improvement by optimizing academic indicators, ensuring their correspondence with the institutional educational model, applying relevant curricular approaches, and optimizing teaching practices. The research developed adopts a qualitative methodological approach, based on a process of reviewing and analyzing documents aligned with the national education system. The findings reveal a limited application of practices that drive the process of developing competencies, skills, or talents, and a low use of appropriate techniques and instruments. Furthermore, it is evident that evaluative processes are closely linked to the educational curriculum. Recent studies confirm the effectiveness of innovative strategies to be developed in the Blended Learning modality. An urgent need to strengthen teacher training on topics related to assessing for learning was also identified. As a result of  this analysis, sixteen guiding principles are proposed to strengthen educational quality in continuous improvement