The aim of this research is to describe if a change in evaluation weights exerts influence on satisfaction, perception, and possibly academic performance. The study was conducted at a university that has been using active teaching mode in undergraduate courses in Latin America for six years. In the first quarter of 2022, as a pilot plan, the assignment of points for summative activities was modified, giving value to formative activities. The novelty of the change was that in formative activities, the student groups had assistant teachers who accompanied the process. Data was obtained through an online survey, using the Likert scale and with open-ended questions that allowed students to write their perception of these activities. The results show that the change was satisfactory in most questions and the perception was adequate, exposing the best and worst of the course. The comments were analyzed and the percentage of approved students in two consecutive cohorts is graphically shown. The results revealed that this new evaluation system achieved better academic results than the previous one, the approval rate improved by 27%, students are satisfied with the changes made, and finally, the perception towards the electricity and magnetism subject indicates that it encourages improvement of soft skills.
