The theme of assessment shows great theoretical development, although the same cannot be said of its practice. This book is a contribution to the core issue of evaluation, through the integration of notions and knowledge generated in this area of knowledge, with the own experiences that come from the study and teaching in university education. For this reason, it is a work aimed at teachers and students interested in the reflexive construction of knowledge. This idea is constituted as a reason that reveals the relevance of the work offered here, although without the intention of being prescriptive.The book proposes a vision of integration of quantitative and qualitative evaluation approaches in written composition in the university environment. At the same time, the text calls for overcoming antagonistic positions between the two visions. Also, its didactic sense is appreciated, the reading of which is useful for readers who are looking for evaluation alternatives in the educational field. The text, then, bases the conceptual and operational raison d'être as nodal dimensions in the field of education.

Ingrid Contreras RamírezGraad in Literatuur, vermelding in Engelse Taal- en Letterkunde (Onderwijs en Vertaling), Master Scientiae in Onderwijs/Leren van Vreemde Talen en Doctoraat in het Onderwijs van de Universiteit van Los Andes, Merida, Venezuela. Ze doceert Engels voor specifieke doeleinden en bevordert de academische geletterdheid.