Evaluation experience: territory with traces

The article arises from the research project "Evaluation: a tool for the improvement of pedagogical practice". The study was carried out in the Physics I and Algorithms and Data Structure chairs of the Information Systems Engineering Career of the National Technological University. The work consists of an empirical inquiry of a qualitative nature. For the analysis of the data, different methodological tools were used: documentary analysis, reports of the practices in the form of interviews and surveys, observations of virtual classrooms and workshops for validation of results. Among the most significant conclusions, it emerges that there are teachers who have a certain conceptual mastery of formative assessment, however, it is perceived that this knowledge does not guarantee in many cases the transformation of their assessment practices. There are interesting methodological proposals in this regard, but their implementation in the academic field is very limited, favoring daily, routine and narrow evaluative practices.