Abstract:

Current university education faces a series of challenges around the world. These challenges may vary by region and specific education system, but some of the most common ones include accessibility, technology, online teaching, labor market, diversity and inclusion, evaluation, and measurement of outcomes. Universities also face a series of specific challenges in higher education related to the evolution of teaching and the changing demands of students and society in general, among others. The university must be willing to adapt, learn, and evolve in response to changing educational dynamics and student expectations with the aim of ensuring the quality of education and it also plays an important role in increasing the number of young people with relevant skills, including technical skills, in line with target 4.4 of the SDGs [1]. In this sense, continuing training and institutional support are essential to help teachers successfully address these challenges.

On the other hand, in the context of university education, there are several risks associated with the challenges mentioned above. Some of the most important risks include inequality of access, quality of online education, development of outdated skills, and mental health challenges. The use of technological tools is increasingly widespread, most higher education professors use several digital tools to support teaching, such as LMS platforms and other sources like digital slides or digital documents [2]. These challenges and risks in education make formative evaluation increasingly necessary, especially in virtual environments, which allow us to maintain continuous monitoring of students, strengthen their training, and increase their motivation and subject engagement. In this paper, this situation is analyzed and a proposal for a training learning strategy in virtual environments is presented for the subject IT Governance in the Master of Computer Engineering.

Methodology and Results:
For the design of the strategy, the means of evaluation, instruments for analysis and interpretation, and assessment and decision-making were taken into account. The threats, strengths, weaknesses, and opportunities of a formative evaluation in virtual environments were analyzed, identifying the main elements, and they were classified according to the phases of the formative evaluation strategy process. It was also identified how to exploit the strengths of these environments to enhance new opportunities trying to obtain the maximum potentiality of them to reorient weaknesses and minimize threats. On the basis of all of the above, a formative evaluation strategy is designed for the IT Governance subject in the Master of Computer Engineering.

Conclusions:
The computer engineering profession requires advanced technological skills in the field of computing, but the increasing complexity of computer projects together with the different contexts of their integration in organizations make Direction and Management skills necessary. Most of the students of this master's degree are exempt from attending classes while working, so formative evaluation in a virtual environment and the design of the strategy to follow are key elements in the acquisition of skills.

References
[1] UN. sf. Sustainable Development Goals. https://sdgs.un.org/goals.
[2] M.A. Rodriguez, A. Esteso, M.M.E. Alemany, A. Boza (2021) Analysis of digital teaching tools in the new educational paradigm, INTED2021 Proceedings, pp. 9564-9570.

Keywords:

Formative assessment strategy, means of evaluation, decision-making, Higher education.