La Competencia de los Docentes en Evaluación y la Implementación de una Metodología de Evaluación de los Estudiantes en la Educación Superior

Black, P. J., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational assessment, evaluation, and accountability, 21(1), 5–31.

Brown, H. D., & Abeywickrama, P. (2019). Language assessment: Principles and classroom practices (3rd ed.). Pearson.

Brookhart, S.M. (2011). Educational assessment knowledge and skills for teachers. Educational Measurement: Issues and Practice,30(1), 3-12.

Cheong, C.M., Luo, N., Zhu, X., Lu Q. & Wei, W (2023). Self-assessment complements peer assessment for undergraduate students in an academic writing task. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2022.2069225

Cizek, G. J. (2010). An introduction to formative assessment: History, characteristics, and challenges. In H. L. Andrade, & G. L. Cizek (Eds.), Handbook of formative assessment (pp. 1-17). Routledge.

Clayson, D. E. (2020). Student perception of instructors: the effect of age, gender and political leaning. Assessment and Evaluation in Higher Education, 45(4), 607–616. https://doi.org/10.1080/02602938.2019.1679715

Craig, C. D. & Rehman, A. (2023). Using social media for peer assessment in higher education: A systematic review of the literature. Journal of Digital Life and Learning, 3(2), 46–68. https://doi.org/10.51357/jdll.v3i2.234

Dawson, P., & Henderson, M. (2017). How does technology enable scaling up assessment for learning? In D. Carless, S. M. Bridges, C. K. Y. Chan, & R. Glofcheski, (Eds.), (pp. 209–222). Springer.

DeLuca, C., LaPointe-McEwan, D., & Luhanga, U. (2016). Approaches to Classroom Assessment Inventory: A New Instrument to Support Teacher Assessment Literacy, Educational Assessment, 21(4), 248-266, https://doi.org/10.1080/10627197.2016.1236677

DeLuca, C., Valiquette, A., Coombs, A., LaPointe-McEwan, D., & Luhanga, U. (2018). Teachers’ approaches to classroom assessment: A large-scale survey, Assessment in Education: Principles, Policy & Practice, 25(4), 355-375, https://doi.org/10.1080/0969594X.2016.1244514

DeLuca, C. (2020). ACAI approaches to classroom assessment inventory. https://www.cdeluca.com/teacher-assessment-literacy

García, L.S., & Meza, G. (2016). Resignificando la evaluación y la autoevaluación de los estudiantes. Editorial Kinesis.

George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference 11.0 update (4th ed.). Boston: Allyn & Bacon

Hansen, J.G. (2014). Peer Assessment in the Classroom. In A. J. Kunnan (Ed.), The companion to language assessment (1st ed.) (pp. 730-750). John Wiley & Sons, INC. https://doi.org/10.1002/9781118411360.wbcla002.

Heritage, M. (2018). Making Assessment Work for Teachers. Educational Measurement, Issues and Practice, 37(1), 39–41. https://doi.org/10.1111/emip.12191

Heritage, M. (2022). Formative assessment: making it happen in the classroom (Second edition.). Corwin.

Herrera, L. (2024). Implementing a Formative and Alternative Assessment Methodology (FAAM) at a Colombian University during the COVID-19 Pandemic: Benefits, Challenges, and Future Directions [Unpublished doctoral dissertation]. University of North Carolina at Charlotte.

Herrera, L., & Macias, D.F. (2015). A call for language assessment literacy and development of teachers of English as a foreign language. Colombian Applied Linguistics Journal, 17 (2), 302-312.

Herrera, L., Vargas, M.A., & Losada, J.J. (2022). A formative-alternative proposal to language learning assessment. Editorial Universidad Surcolombiana.

Hoffmann, F., & Oreopoulos, P. (2009). A professor like me: The influence of instructor gender on college achievement. The Journal of Human Resources, 44(2), 479–494. https://doi.org/10.1353/jhr.2009.0024

Jönsson, A. & Eriksson, U. (2019). Formative assessment in higher education: An example from astronomy. In H. L. Andrade, R. E. Bennett, & G. J. Cizek (Eds.), Handbook of formative assessment in the disciplines (1st ed.) (pp. 146-170). Routledge. https://doi.org/10.4324/9781315166933

Kruse, L., Impellizeri, W., Witherel, C. E., & Sondergeld, T. A. (2020). Evaluating the Impact of an Assessment Course on Preservice Teachers’ Classroom Assessment Literacy and Self-Efficacy. Mid-Western Educational Researcher, 32(2), 107-133.

Lees, R., & Anderson, D. (2015). Reflections on academics’ assessment literacy. London Review of Education, 13(3), 42–48.

Lopez-Mendoza, A. A., & Bernal-Arandia, R. (2009). Language Testing in Colombia: A Call for More Teacher Education and Teacher Training in Language Assessment. PROFILE Issues in Teachers’ Professional Development, 11(2), 55–70.

McMillan, J. H. (2000). Fundamental assessment principles for teachers and school administrators. Practical Assessment, Research & Evaluation, 7(8).

Mertler, C. A., & Campbell, C. (2005). Measuring teachers’ knowledge and application of classroom assessment concepts: Development of the assessment literacy inventory. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.

Nicol, D. (2009). Assessment for learner self-regulation: Enhancing achievement in the first year using learning technologies. Assessment & Evaluation in Higher Education, 34 (3), 335-352.

Popham, W. J. (2017). Classroom assessment: What teachers need to know (8th ed.). Pearson.

Rodríguez, H.M., & Salinas, M.L. (2020). La evaluación para el aprendizaje en la educación superior: Retos de la alfabetización del profesorado. Revista Ibeoramericana de Evaluación Educativa, 13(1), 111-137. https://doi.org/10.15366/riee2020.13.1.005

Russell, M. (2020). Digital technologies. Supporting and advancing assessment practices in the classroom. In S. M. Brookhart & J.H. McMillan (Eds.), (pp. 224–242). Routledge.

Salcines-Talledo, I., González-Fernández, N., & Briones, E. (2020). The smartphone as a pedagogic tool. Student Profiles as related to its use and knowledge. Journal of New Approaches in Educational Research, 9(1), 91–109. https://doi.org/10.7821/naer.2020.1.454

Schneider, C., DeLuca, C., Pozas, m. & Coombs, A. (2020). Linking personality to teachers’ literacy in classroom assessment: a cross-cultural study, Educational Research and Evaluation, 26(1-2), 53-74, https://doi.org/10.1080/13803611.2021.1902354

Stiggins, R. J. (2008). Student-involved assessment FOR learning (5th ed.). Pearson Merrill Prentice Hall.

Stiggins, R. J. (2010). Essential formative assessment competencies for teachers and school leaders. In H. L. Andrade & G. J. Cizek (Eds.), Handbook of Formative Assessment (pp. 233-250). Routledge.

Vattøy, K.D., Gamlem, S.M., & Rogne, W.M. (2021). Examining students’ feedback engagement and assessment experiences: a mixed study. Studies in Higher Education, 46(11), 2325–2337.

Villa Larenas, S., & Brunfaut, T. (2023). But who trains the language teacher educator who trains the language teacher? An empirical investigation of Chilean EFL teacher educators’ language assessment literacy. Language Testing, 40(3), 463–492. https://doi.org/10.1177/02655322221134218

Weigle, S.C. (2007). Teaching writing teachers about assessment. Journal of Second Language Writing, 16(3), 194-209.