Evaluación para el aprendizaje de los estudiantes universitarios en una realidad confinada.

The global crisis unleashed by Covid-19 has affected all areas of people's lives and, of course,
also universities. The suspension of face-to-face teaching has meant thinking about what
will happen in the future, but it has also rethought the present and its educational challenges:
why and how we learn, and why and how we assess. The purpose of this contribution is
to present a theoretical reflection in order to define how the formative assessment of learning
of university students can be accommodated in a lockdown situation, and in the framework
of a learning-oriented assessment and for self-regulated learning. For this, theoretical
and practical reflection is deepened from the systematization of scientific evidence and the
review of specialized literature on the subject. Thus, learning-oriented assessment is valued
as a starting point; self-regulation is claimed through self-assessment and peer-assessment;
and the focus is placed on the importance of adapting the assessment process through online
exams. Some alternatives, in relation to how an authentic and relevant assessment should
be done, revolves around significant learning and the integral development of students in
the confined situation and within the framework of the competence-based approach. This
implies that teachers must integrate the assessment of the learning of university students as
a priority and preferential process for the improvement of their training in higher education.