Formative Assessment in Higher Education: A Comparision Betweet Students of Two Music Education' Subjects at the Faculty of Education in Segovia

Within the major changes that the European Higher Education Area (EHEA) has generated in universities, this article focuses on those that affect assessment systems. It presents two experiences of "good practices" of formative and shared assessment in the initial training of Early and Primary Education Teachers, implemented in two subjects linked to music education. The aim is to improve learning and teaching-learning processes specific of an evaluation system in line with the approach of the convergence process towards the EHEA. The used quantitative methodology was based on a questionnaire, whose obtained results show positive evaluations of university students when formative and shared assessment systems and cooperative learning methodologies are introduced at their initial training, in order to promote the acquisition and development of inherent teaching skills at their studies.