Self-assessment in higher education in Mexico and Colombia: towards critical, Formative, and transformative evaluation

Abstract

Self-assessment plays a central role in the formative processes of contemporary higher education, not only as a control or diagnostic tool, but as a pedagogical practice that fosters autonomy and critical thinking. This article analyzes self-assessment from a sample of 208 participants; 37 (17.8%) professors and 171 (82.2%) students from the Autonomous University of Nuevo León, the Huauchinango Higher Technological Institute, the Autonomous University of Guerrero, the Ciudadana University of Nuevo León, and the Technological Institute of the East. A broad reflection is proposed on the types, characteristics, instruments, and uses that self-assessment can have in the university classroom, as well as the challenges faced by professors and institutions in implementing it with an authentically formative meaning. Far from being an administrative or protocolary practice, self-assessment is presented as an ethical and political act that invites students to recognize, reflect on, and project themselves through their learning experience. The proposal is to integrate self-assessment as an essential part of the curriculum not only to improve academic performance, but also to humanize education, strengthen pedagogical dialogue, and develop critical, reflective, and autonomous individuals. The article concludes with proposals for consolidating a more fair, participatory, and transformative assessment culture in Latin American universities.