Several authors emphasize that assessment is a key tool for teachers to guide and verify learning, improve their practice, and contribute to deeper student learning. Beyond its technical function, assessment enables the creation of a meaningful pedagogical relationship with the central actor of the educational process, “the student”. This study aimed to understand how students value a system guided by the principles of formative assessment and its impact on the self-perception of acquired competencies. The “Questionnaire on the Experience of Good Practice” and the “Scale for the Self-Perception of Student Competencies” were applied to a sample of 74 students (26.4 ± 4.5) from a public university in Uruguay. The results show that the assessment system was positively rated in terms of usefulness, innovation, and replicability, although limitations were observed in terms of sustainability and fairness in grading. In addition, a significant decrease was observed in the self-perception of technical competencies and an increase in those related to pedagogical reflection and attention to diversity, suggesting a more critical and realistic view of their own professional performance on the part of the students.
Gallardo-Fuentes et al. (Mon,) studied this question.