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The design of the systems of the formative and summative evaluation is of paramount importance to guide the students towards the achievement of the learning objectives that were planned in the course’ syllabus and avoid, along with the appropriate motivation, passing the course being the goal of the students. That is not always easy and it is needed to know the behavior, not of the most gifted students, but of those less motivated. In this paper we describe the unexpected and undesirable effects that an on-demand formative evaluation and the design of a summative evaluation that left one of its parts, problems resolving, to the end of the course, when, as there was no minimum mark in each part of the evaluation, almost all the students had practically passed the course. These facts led the students to center their effort in assure passing the course and not in achieving a good formation level and, with it, a good mark. Furthermore , if the problems part were eliminated, the marks would have been very high although the actual formation level of the students was low.

Organización de la evaluación formativa y sumativa: una experiencia negativa