EXAMINING THE IMPACT OF A FORMATIVE AND ALTERNATIVE ASSESSMENT METHODOLOGY (FAAM) IMPLEMENTED AT A COLOMBIAN UNIVERSITY DURING THE COVID-19 PANDEMIC

This three-article dissertation examined the impact of a Formative and Alternative Assessment Methodology (FAAM) implemented at a Colombian university during COVID-19. The first study explored, through in-depth interviews, participants' experiences with the FAAM. This study's findings indicated that the flexibility of instructional and assessment criteria, the use of digital technologies, formative assessment practices, and alternative forms of assessment rendered noteworthy benefits for the participants. The second study investigated through a survey the variables that influenced instructors' implementation and usefulness of the FAAM. The correlational and regression analyses revealed that instructors' assessment literacy (AL) was a significant positive predictor of both outcome variables. Likewise, instructors' use of assessment strategies during the FAAM was positively associated with their AL. The third study examined the variability in students' final grades before, during, and after implementing the FAAM through multilevel modeling. The results showed a significant increase in student grades during the FAAM semesters and variation among academic disciplines. Thus, this dissertation offers a holistic account of a university's unique pedagogical experience situated in the context of a global crisis. Grounded in both qualitative and quantitative evidence, this research testifies to the usefulness of formative and alternative assessment principles and practices in higher education.