نبذة مختصرة : The innovative evaluation of learning is considered a revolution in the traditional approach, as it involves the use of contextualized tools and active student participation. While different researches address innovative evaluation of learning, the need to know the strategies implemented is denoted. Therefore, this article aims to identify strategies for innovative evaluation of learning employed and reported in Latin American middle and higher education institutions through a systematic literature review. A search for articles was conducted in databases including Scopus, Scielo, Redalyc, Dialnet, Doaj, Realia, and Google Scholar. Google Scholar was included due to the limited availability of articles in the other databases. A total of 51 articles were consolidated, which were systematized following the PRISMA flowchart. A systematic literature review protocol was applied for screening studies from 2018 to 2023, with inclusion criteria focusing on studies conducted in Latin American contexts that address innovative evaluation strategies in middle and higher education levels. This protocol facilitated the development of a source analysis matrix, which included 19 retrieved articles for the present study. The analysis resulted in a categorization of the found innovative evaluation strategies based on their characteristics. The most commonly used strategies were those related to Information and Communication Technologies, reported in 47.4% of the articles, followed by inquiry-based techniques at 36.8%, active methodologies at 26.3%, and to a lesser extent, resource-based evaluation, reported in 21.1% ofthe articles. Notable strategies include the use of memes, comics, portfolios,project-based learning, gamification, and co-evaluation. This review highlightedthe common perspective among authors regarding innovative evaluationas a crucial element facilitating meaningful learning experiences, therebytransforming evaluation into a learning process.
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