Abstract
This chapter has two clearly defined objectives: (a) to analyse how higher education (HE) teachers participating in an in-service teacher education (ISTE) inter-level seminar evaluated the Action-Research (A-R) processes they carried out; (b) to determine the advantages that HE teachers find after carrying out formative and shared assessment (F&SA) processes, as well as the disadvantages and proposals for improvement to overcome them. For this purpose, a case study was conducted in an ISTE inter-level seminar on F&SA with 10 HE teachers. The teachers found the A-R processes very useful although they believed that they should systematise them continuously during the whole teaching-learning process; moreover, they considered that F&SA practices have many advantages and some disadvantages for which they proposed solutions to overcome them.
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