Assessment in higher education: conceptions and transformations in professors that teach to teachers at a chilean university. The case of professional peer tutoring

Introduction: to improve educational assessment, it is essential that teachers transform their understanding of what it is and what it is used for. Teacher training, especially professional peer-to-peer learning, has been revealed as an effective tool for achieving this change and, consequently, improving both teaching and assessment. Method: in this context, this article focuses on professional peer tutoring conducted by five tutors for 19 academics from the Faculty of Education at a Chilean university. The aim of this research is to describe, using a qualitative approach and phenomenographic design, the main transformations in the ways of conceiving evaluation. Results and conclusions: among the results, a change in conception stands out, ranging from the technical and instrumental to the reflective, formative, and constructively aligned.