Abstract

This article focuses on so-called “emergent” assessment practices—initiatives that differ from the canonical model of the lecture-based class, are grounded in specific contextual situations, and fall outside both institutional and national regulations. The aim is to characterize these practices through a qualitative approach, based on the analysis of in-depth interviews with faculty members from 12 public universities across 15 academic units in various regions of Argentina. Content analysis was conducted using Atlas.ti software. The findings reveal that emergent assessment strategies are structured around a model based on professional field activities. Within these proposals, peer assessment and formative feedback play a central role as key components of ongoing pedagogical practice, supported by continuous monitoring and guidance from instructors. Moreover, these practices reflect a sustained transformation, marked by the diversification of formats, integration with professional contexts, and incorporation of technology in response to recent contextual shifts.

Keywords:
assessment; educational technology; teachers; emergent practices