Affiliation:
1. University of Valladolid, Spain
2. University of Burgos, Spain
Abstract
The aim of this chapter was to check the importance of the curricular alignment between the teaching methodology and the assessment system used, specifically between the use of tutored learning projects (TLP) and formative and shared-assessment (FandSA) systems, in terms of student participation in assessment. The assessment of students and lecturers on student participation in the FandSA processes is studied when they are associated with active learning methodologies such as TLP. The study sample consisted of 256 students and lecturers from higher education. The results obtained show a high level of satisfaction with the experience of good practice in developing TLP in groups and taking part in the assessment process. One of the advantages found is that student involvement in their learning was high, and an increase was observed in all the subjects. The main disadvantage that the students indicated was the high workload involved.
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