The purpose is to systematize the assessment practices and strategies of teachers rated as excellent by their students and supervisors, within a competency-based training framework. After several years of implementing this approach at the university under study, interviews were conducted with teachers rated as excellent, as part of a qualitative research project. Through discourse analysis, analytical categories were identified that describe strategies, tools, ways of managing assessment, as well as challenges.
The information gathered shows that there has been a learning process on the part of the teaching staff, shaping styles and approaches to carrying out this process. Currently, assessment is part of the educational process and aligns with conceptions and actions related to feedback, opportunities for improvement, the encouragement of metacognitive processes, and strategies linked to authentic assessment situations. According to the teachers, these are the actions that enhance the development of competencies.