Teamwork is one of the most highly valued skills in future professionals who will be incorporated into the employment context. However, it is recognized how deficient it is in Higher Education. This article shows the students’ perceptions about a formative and shared assessment of the teamwork competence produced during the 2016-2017 and 2017-2018 years in the Faculty of Health and Sports Sciences at the University of Zaragoza. The aim was to improve the teamwork and explore students’ perceptions. After implementing a formative assessment we carried out a qualitative study in which we asked 120 students by semi-structured interviews. The results showed the effectiveness of formative and shared assessment to raise the levels of responsibility, the development of the teamwork and feeling of justice in the marks; but, it was also suggested the complexity inherent at interpersonal relationship skills during the team work, the need for greater teaching support in group conflicts, the creation of a negative climate for learning in particular group profiles and some inconsistencies in the negotiation of the marks.

Higher education; Active learning; Formative assessment; Student evaluation; Feed-back; Educational cooperation.