Estudio de casos y evaluación formativa: una práctica de enseñanza situada en Cali, Colombia

Abstract

This article systematizes a pedagogical experience developed in the course Developmental Psychology II at a private university in Cali, Colombia, aimed at promoting more reflective, analytical, and contextualized learning through formative assessment, case-based learning, and formative assessment. Implemented over three consecutive semesters, the redesign addressed two needs: strengthening the connection between theory and real-world contexts and transforming assessment into a practice oriented toward learning. Using a qualitative systematization-of-experiences approach, the study analyzed pedagogical documents and the perceptions of 36 students who voluntarily completed an anonymous open-ended questionnaire. Findings indicate that, from the students’ perspective, case-based work supported a more situated understanding of concepts, as well as argumentation, critical analysis, and greater sensitivity to social and human realities. Feedback was also perceived as a useful resource for identifying strengths and weaknesses, guiding adjustments in analysis, and fostering reflection on learning. Main limitations included the high time demands, the length of some cases, and the need to diversify teaching and assessment strategies.