Prácticas de evaluación y formación por competencias: el análisis de una experiencia

Abstract

A first approach to the institution Laura Vicuña the municipality of Chia, allowed evidence that the approach to competency-based training is not understood by many of those involved in the educational system, affecting assessment practices of teachers in reference to the parameters established by focus. Concept that has to be aligned to the regulations implemented by the Ministry of Education, which speaks of competence. On the other hand, the methodological aspects are supported from the inputs provided by Lafrancesco. G., Roberto Hernández, Paz Sampiere and M. Sundin. The reflection, the cornerstone on which rests the investigative process, aimed at the characterization of the incidence of competency-based training approach in assessment practices of teachers of secondary education, the Educational Institution. Given the proposed as first chapter analysis result drawn largely from the responses of one of the semistructured instruments used in research and in correlation with the specific objective number one, it is observed that there is widespread ignorance of the teachers about competency-based training approach, a situation that moves students, as reflected in the survey evidence shows ambiguities, address the issue of competence, reaching confuse them with results, competitiveness, teaching strategies and pedagogical model. Since the purpose reached in the second chapter, it is evident that the assessment raised from the focus of competency-based training is being appropriated and understanding, where the teacher must know the epistemological status on which it rests, so that from this point organize a mesh curricular evidencing the long-awaited student integrity. Otherwise it continues to maintain widespread latent echo in almost all educational institutions, referring to the low yield and search for teaching strategies to reduce mortality academic, which eventually demotivate not only students but also teachers. Finally, the third chapter I allow, see how there is a forced mutation in the curriculum, a situation that power the launch of the new model in the light of external observers, but in continuous essence is traditional, is that presented a euphemism in the educational language and then after more than a decade continued with the imagery of competency-based training, not only for the educational community of institutions, but also from the secretaries of education and Ministry, who plan educational policies towards work and the development of student skills to present national and international events, with the aim of fulfilling some goals outlined in the plan of national and local government, based indices of quality, which have to close educational institutions to access technological or educational benefits that benefit only a limited sector