Resumo

LOPEZ, Karen Shirley; GOMEZ, Nora Lucía  e  PEDRAZA, Carmen Eugenia. Workshop for designing an evaluation guideline of written assignments from an academic literacy perspective: A Study Case. Leng. [online]. 2012, vol.40, n.1, pp.67-97. ISSN 0120-3479.

Evaluation through written tasks is no doubt essential in higher education, however it has been challenging for teachers to go beyond the certification of acquired knowledge and make use of the evaluation process as a truly formative or learning experience. This case study provides an account of a formative experience of university teachers in aspects such as academic literacy and formative evaluation, both pertinent to the design of evaluation rubricsfor written tasks in the subjects being taught, an experience that facilitated the interaction, collaborative construction of goals and changes in conceptions and practices regarding writing and the evaluation process

Palavras-chave : written evaluation; formative evaluation; academic literacy; teacher training; collaborative learning.

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