Abstract

This publication is part of a book titled “Transformative Approaches to STEAM Integration in Modern Education” has been published by IGI Global. Chapter 19 is about an action research carried out in a university training, presented as a consequence of a process of innovation in undergraduate learning assessment, implemented in a course of "Applied Statistic" in the risk prevention engineering degree. It accounts for university teaching with an assessment approach 'for learning', and not 'of learning', which allowed the competency-based teaching to be aligned with the institutional learning assessment guidelines, based on the STEAM education. The results raise a proposal to strengthen the formal evaluation processes of innovation, by virtue of the epistemic reality of community work among mathematics experts guidelines, also allowing to measure, compare, and justify the impact of the pedagogical interventions carried out, to report and project the results of the use of diversified evaluation strategies based on a mixture of modalities and instruments used in another math courses.