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This paper relates two basic aspects of assessment evaluation in higher education (Formative Assessment and Competency Assessment) with the existence of an Inter-University Network that carries five years working these issues systematically. First, we analyze the state of the Formative and Shared Assessment in Higher Education. Second, we explain the organization and operation of the Network of Formative Assessment in Higher Education: purpose, basic methodology of work, different actions and framework: innovation projects and educational research, seminars, action-research, dissemination of results, annual conferences and thematic work-groups. We also present the main results, organized into four sections: a-advantages; b-cons, problems and possible solutions; c-influence on academic performance; d-load of work required by teachers and pupils. In the third and final section of the paper we explain the fundamental aspects of Competency Assessment in Higher Education, the changes required and the importance of coherence among curriculum elements, in this sense, we provide a practical application that we hope will be helpful in achieving higher level of coherence in our curriculum subjects. [ABSTRACT FROM AUTHOR]

Educational cooperation has pervaded university language since the European Higher Education System was born. A group of teachers involved in Teacher Training Degrees have analyzed the essence and meaning of their cooperative teaching practices through a proposal for collaborative action-research. This project has been an exercise of professional development that has opened up opportunities for collaboration, reflection and joint action, i.e., a support for the development of the new degrees. This paper presents the analysis of the meaning of cooperative practices in higher education, as well as their light and shade, which emerge from our discussions and shared learning. [ABSTRACT FROM AUTHOR]

In this paper we show the most relevant results of the first year of implementation of the Educational Evaluation National Network and University Teaching. The basic methodology used was action-research on formative assessment practices in higher education, in subjects taught by teachers members of the net, with a total of 41 cases. The results present the advantages that this assessment system meant both for students and for teachers involved, including the greater involvement and motivation of students, as well as further development of students' autonomy. Some difficulties were also detected, such as excess work for the teachers or the lack of habit of students in formative assessment processes. The project we have developed has a direct effect on the university teaching practice and lead us to consider the formative evaluation as an essential element to renew our teaching practice and as a good alternative for dealing with the changes arising from the European Higher Education Area. [ABSTRACT FROM AUTHOR]