LA PERSPECTIVA SOCIOCULTURAL DE APRENDER A APRENDER

ANÁLISIS DE PRÁCTICAS DE EVALUACIÓN CON DOCENTES UNIVERSITARIOS

Abstract

The study discusses the notion of Learning to Learn (L2L) framed as a culturally formed competence. It explores the relationship between the assessment practices carried out by university teachers and the development of L2L, considering the meaning of education and teaching meanings as essential aspects of their formation. The results of a qualitative interview involving 12 professors from different disciplinary fields are presented. The analysis reveals thematic categories that encompass 72 assessment practices and four key aspects of assessment: timing, agent, functions, and role of students. The data point to the need to renew the university assessment culture to promote lifelong learning skills that are useful for students’ personal and professional trajectories.