An experience of continuous assessment in courses of the initial cycle of the undergraduatre Law Program at Universidad Catolica de Temuco

The current context in Higher Education presents changes that have encouraged institutions to modify their teaching methods, making them more student-centered. Although the training of lawyers is not alien to these transformations, their teaching methods are still primarily linked to the traditional approach, which is especially evident in their evaluation mechanisms. Since this is a critical element, a continuous assessment piloting was carried out in two first-year courses of undergraduate Law program at Universidad Catolica de Temuco. The present study aims to evaluate this implementation. The evaluations of the courses with and without innovations were analyzed through descriptive and correlational statistics. In addition, two questionnaires were applied with open questions, one at the beginning and the other at the end of the semester, focused on identifying the students' perception towards innovation. Results show a higher level of approval in courses with continuous assessment, with the presence of correlations between evaluations that point to higher order skills and the final average of the course. Finally, a positive perception of students towards innovation is identified