Assessment literacy is conceived as a cultural practice, a language of possibility, and the mastery of concepts, theories and practices pertaining to this field of knowledge. This article is the result of two events: the first one, a collaborative research project between European and Latin American universities (2012-2014) [1], in which an inquiry among the teaching faculty of four universities about their concepts and practices in evaluation, based on surveys and open questions, was carried out. The second event helped compile reflections that arose via teacher training processes that took place between 2013 and 2019, in sixteen courses or seminars - workshops offered to train university professors in Colombian universities. During the courses, evaluation as an itinerary that goes through different phases was shared as a proposal. The combination of these two events offered a way to understand issues relating to the nature of assessment literacy, the tensions between assessment and grading, and, especially, the lessons of the teaching practice in the university. The results obtained allow seeing the paradoxes to which assessment is subject, the tensions to which its exercise is exposed to and, above all, the demand and the availability of the teaching staff to learn strategies, conceptualizations and experiences that revise, improve or transform their own practices in the university.
 

Higher education; Teacher training; Assessment literacy; University teaching.