Outline of Competency-Based Assessment in a Course Designed under the Model of Competency-Based Education
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Universidad Nacional, Costa Rica
2022
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| Acceso en línea: | https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/17004 |
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ENSAYOSP170042023-02-09T15:32:40Z Outline of Competency-Based Assessment in a Course Designed under the Model of Competency-Based Education Esquema de evaluación de competencias en un curso diseñado bajo el modelo de Educación Basada en Competencias Guillén Mujica, Alejandro Soret Perdomo, Zagui competencias evaluación desarrollo organizacional ingeniería modelo competencies engineering evaluation model organizational development The philosophy of Competency-Based Education burst forth with great force when planning university programs. The Faculty of Engineering of the Central University of Venezuela was the first in Venezuela to embrace this philosophy when it created the Industrial Process Engineering major in 2008. The programs were designed with their competency indicators, without specifying an adequate plan to evaluate them, as it happens in the Organizational Development course. The scheme developed in this research project, in the first place weighs, according to their importance, the topics contained in the course and establishes the required assessment instruments. Later, each evaluation technique is associated with a competency and complements it with an evaluation template and a list of actions, in which each achievement is expressed. All these data were finally downloaded into an individualized form through which the participant can recognize their qualification and performance. The research is methodologically based on the interpretative-phenomenological paradigm, appropriate for research in the educational area, with a qualitative approach supported by literature review. The model seeks to support the teacher, by giving him or her a new way to evaluate competences since this is easier to implement and use. La filosofía de la Educación Basada en Competencias irrumpió con gran fuerza al planificar programas universitarios. La Facultad de Ingeniería de la Universidad Central de Venezuela, fue la primera en Venezuela al acoger esta filosofía, cuando crea la carrera de Ingeniería de Procesos Industriales en 2008. Los programas fueron diseñados con sus indicadores de competencia, sin especificar un plan adecuado para evaluar, tal como ocurre en el curso de Desarrollo Organizacional. El esquema desarrollado en el presente trabajo de investigación, en primera instancia pondera, de acuerdo con su importancia, los temas contenidos en el curso y establece los instrumentos de evaluación requeridos. Posteriormente, asocia cada técnica de evaluación a una competencia y la complementa con una plantilla evaluativa y lista de actuación, donde se expresa el logro alcanzado. Todos estos datos, son descargados finalmente en una planilla individualizada, por medio de la cual el participante puede reconocer su calificación y desempeño. El trabajo metodológicamente se encuentra sustentado bajo el paradigma interpretativo–fenomenológico, apropiado para las investigaciones en el área educativa, con un enfoque cualitativo apoyado por la revisión documental. El modelo busca apoyar al docente, al otorgándole un nuevo camino para evaluar competencias, al ser este más sencillo de implementar y utilizar. Universidad Nacional, Costa Rica 2022-05-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion scientific papers artículos científicos application/pdf text/html application/epub+zip audio/mpeg https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/17004 10.15359/rep.17-1.7 Ensayos Pedagógicos Journal; Vol. 17 No. 1 (2022): January-June; 155-181 Revista Ensayos Pedagógicos; Vol. 17 Núm. 1 (2022): Enero-junio; 155-181 2215-3330 1659-0104 spa https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/17004/25047 https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/17004/25048 https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/17004/25086 https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/17004/25049 Derechos de autor 2022 Revista Ensayos Pedagógicos |
| institution |
Universidad Nacional de Costa Rica |
| collection |
Revista Ensayos Pedagógicos |
| language |
spa |
| format |
Online |
| author |
Guillén Mujica, Alejandro Soret Perdomo, Zagui |
| spellingShingle |
Guillén Mujica, Alejandro Soret Perdomo, Zagui Outline of Competency-Based Assessment in a Course Designed under the Model of Competency-Based Education |
| author_facet |
Guillén Mujica, Alejandro Soret Perdomo, Zagui |
| author_sort |
Guillén Mujica, Alejandro |
| title |
Outline of Competency-Based Assessment in a Course Designed under the Model of Competency-Based Education |
| title_short |
Outline of Competency-Based Assessment in a Course Designed under the Model of Competency-Based Education |
| title_full |
Outline of Competency-Based Assessment in a Course Designed under the Model of Competency-Based Education |
| title_fullStr |
Outline of Competency-Based Assessment in a Course Designed under the Model of Competency-Based Education |
| title_full_unstemmed |
Outline of Competency-Based Assessment in a Course Designed under the Model of Competency-Based Education |
| title_sort |
outline of competency-based assessment in a course designed under the model of competency-based education |
| title_alt |
Esquema de evaluación de competencias en un curso diseñado bajo el modelo de Educación Basada en Competencias |
| publisher |
Universidad Nacional, Costa Rica |
| publishDate |
2022 |
| url |
https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/17004 |
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