How to Cite
Abstract
Within the academic world, the concept of competency based evaluation is started at Higher Education Level from the Tuning Project for Latin America, which is sponsored by the European Commission, through the Alpha Program. This context leads us necessarily to historical events that marked fundamental divisions in the pedagogical practice, as the crisis of higher education institutions, which led to the Bologna Declaration.
The objective was clear: an undergraduate student, when finishing his university studies, should start working by displaying high quality and all the skills acquired during his or her career. The geographical context of this student would not only be limited to his or her region, but it should go beyond borders: only then, a comprehensive and interdisciplinary training would make sense.
Being competent is to perform a specific action in a given context, in a combination of three cognitive aspects: knowing, doing and being. Pedagogy has given a systematic training of the three major substantive functions, but throughout this process, there is a parallel concern: what guidelines do we use to evaluate the series of activities that we have generated to develop skills?
To answer this question, we carried out the following process: conceptualization of basic and specific skills required by every professional career; selection of the classroom management activities which are indispensable for skill training; design of eva-luation guidelines for each teaching-learning activity; and finally, setting the specific action to be carried out at the micro-currículum in order to measure achievements in the context of competition.
References
Bruner, J. (1985). Cultura, políticas y pedagogía. Cuadernos de Pedagogía, 121, pp. 14-15.
Gonczai, A., y Athanasou, J. (1996). Instrumentación de la educación basada en competencias: Perspectiva de la teoría y la práctica en Australia. México D.F.: Editorial Limusa. http://www.studygs. net/espanol/pbl.htm
Johnson y Johnson. (1992). Cooperative learning increasing. Washington D. C.: College Faculty, ERIC Digest.
Pickett, N. & Bernie, D. (2011). Rubrics for Web Lessons. Recuperado de http://edweb.sdsu.edu/webquest/rubrics/ weblessons.htm, Junio de 2011.
V Congreso Internacional de Innovación Educativa. (2009). Desarrollo de Competencias en las Ciencias Básicas. Universidad Autónoma de Yucatán, Facultad de Ingeniería Química, Mérida, Yucatán- México.
Ramírez, L. y Medina, G. (2008). Educación basada en competen- cias y el proyecto Tuning en Europa y Latinoamérica. Revista Ideas, 39. México: Concyteg.
Spencer, M. (1991). Evaluación de competencias en el trabajo. Boston: Massachusetts.
Tobón, S. (2010). Formación Integral y Competencias. Instituto CIFE. Bogotá: Ecoe Ediciones.
PUCE, Facultad de Jurisprudencia. Recuperado de www.puce.edu.ec, Junio de 2011.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Panorama by Institución Universitaria Politécnico Grancolombiano is licensed under a Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Unported License.