Article

Resum

Blended teaching and learning modalities are well established in higher education, particularly after all learning through pandemics. This study aims to explore faculty and students’ perceptions about potentially empowering assessment practices in blended teaching and learning environments during remote teaching and learning. Two samples of 129 university educators and 265 students of the University of Barcelona responded to a survey. The most salient agreement between faculty and students deals with the accreditation purpose, thus summative function, of assessment and a lack of students’ participation in assessment practices. At the same time, the results show some disagreements regarding formative assessment purposes and feedback. Our results offer implications for future blended teaching and learning designs for training students and faculty in the pursuit of assessment literacy, and for institutional policies to ensure the sustainability of formative assessment practices.