INTEGRAL COMPETENCE EVALUATION

A Competency-Based Professional Development intends to generate quality\neducational processes in which forms of knowledge (content), the ways to\ndo (methods and activities), the development of thinking tools (capacity\nand ability) as well as the shades of feeling (values and attitudes) are\naimed to progressive individual and group development towards meeting\nthe demands of society, the profession, discipline development and\nacademic work.\nThis educational model differs from others due to the fact that\ndeveloping competencies is much larger than to claim that the student\nreaches knowledge in context. Competencies go beyond the mere\nperformance, implying further commitment, willingness to perform tasks\nwith quality, reasoning, understanding, and managing conceptual\nfundamentals.\nMoreover, its attributes confer professional educational due to a) the\nintegration of the thriad: knowledge, capacity and skills, b) criteria\nfor grading in accordance with the requirements of each area of\nknowledge, personal domain, scaffolding instruction, the complexity of\ncognitive processing and the norms, focusing on performance and be\ncontextual; c) objective standards of performance expected; d)\nobservable demonstration: performance, evidence of conscious action\nbased on the personal resources developed empirically and formally and\ne) the cognitive strategies involved in particular and specific\nsituations.\nEvaluation in a Competency-Based Professional Development, demands the\nteacher to design instruments according to the capacity, content and\nassessment criteria not only of the observable, but the context\nmobilizing the cognitive and socio-affective dimensions of student.\nThese instruments contain the criteria to assess the performance\nevidence: way to confront problem situations; the knowledge evidence:\nfounded and reasoned argument and justification; and the product\nevidence: according to specifications.\nIn educational practice, it is difficult to assess intellectual\nfunctions as critique, analysis, opinion, creation and even more\ndifficult is to assess the attitudes, habits, disposition, willingness\nand reasons. Based on this and considering the assessment as an\nincentive to build knowledge and develop competencies, five different\nprocedures of assessing were designed: 1) matrixes (analytic rubrics)\nproviding a description of the performance and skills or abilities of\nthe student applied to the activity in each category to assess, from a\ncontinuum of standards, which undoubtedly allows for greater consistency\nin evaluations; 2) synthetic rubrics for peer and self assessment by\nwhich the students evaluate the characteristics of quality work\ndeveloped by each one of the collaborative members during a\npsychological intervention project; 3) project evaluation by the\nbeneficiary in order to get feedback on three aspects of the formative\nactivity: quality, pertinence, and results; 4) dialectic, a\ncollaborative blog in which students interact assessing the published\nproject outcomes of the other teams in the learning community; and 5)\nself assessment of metacognitive awareness of the self-regulation during\nreal-life project performance.