The role of formative assessment in the process of convergence to the EHEA (European Higher Education Area). Overview and presentation of an intervention system

The process of convergence towards the EHEA (European Higher Education Area) entails a number of changes in the way Higher Education is to be understood and organized in relation to both teaching and learning methodology and assessment strategies. In this paper we point out the need to develop assessment models, which are more coherent with the Convergence Process. An important aspect of this new model is the implication of students in the assessment processes. After a first introduction to the topic, we offer some terminological explanations. Next, we include a general overview, including a brief analysis on the differences we establish between portfolio and folder. We also present an assessment proposal for higher education which we call "Formative and Shared Assessment". We then outline the limitations and weaknesses we have encountered for the eleven years we have been applying this assessment system. Finally, some conclusions and possible strategies to try to overcome those difficulties encountered are offered.