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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]

This paper analyses the effect of massive access to higher education on teaching at a public Argentine Law School. It describes the general background of the phenomenon and outlines the main consequences of teaching Law in overcrowded classrooms. Then, it defines the underlying epistemology, the theories of learning and the predominant educational approach applied by law school professors. Next, it observes how expanded access to Law School defies the educational goals of the institution. It concludes by offering an alternative educational proposal to still achieve the objectives in overcrowded classrooms. [ABSTRACT FROM AUTHOR]