INTEGRAL COMPETENCE EVALUATION

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

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.
Original languageEnglish
Title of host publication4TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED 2010)
Place of PublicationLAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN
PublisherIATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT
Pages3682-3693
Number of pages12
ISBN (Print)978-84-613-5538-9
Publication statusPublished - 2010

Publication series

Name4TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED 2010)

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evaluation
performance
student
demand development
meeting demand
ability
grading
self-assessment
educational practice
self-regulation
dialectics
weblog
disposition
evidence
habits
profession
commitment
instruction
resources
learning

Cite this

Quiroga Garza, A. (2010). INTEGRAL COMPETENCE EVALUATION. In 4TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED 2010) (pp. 3682-3693). (4TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED 2010)). LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN: IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT.
Quiroga Garza, Angelica. / INTEGRAL COMPETENCE EVALUATION. 4TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED 2010). LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN : IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT, 2010. pp. 3682-3693 (4TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED 2010)).
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title = "INTEGRAL COMPETENCE EVALUATION",
abstract = "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.",
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year = "2010",
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isbn = "978-84-613-5538-9",
series = "4TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED 2010)",
publisher = "IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT",
pages = "3682--3693",
booktitle = "4TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED 2010)",
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Quiroga Garza, A 2010, INTEGRAL COMPETENCE EVALUATION. in 4TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED 2010). 4TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED 2010), IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT, LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN, pp. 3682-3693.

INTEGRAL COMPETENCE EVALUATION. / Quiroga Garza, Angelica.

4TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED 2010). LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN : IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT, 2010. p. 3682-3693 (4TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED 2010)).

Research output: Chapter in Book/Report/Conference proceedingChapter

TY - CHAP

T1 - INTEGRAL COMPETENCE EVALUATION

AU - Quiroga Garza, Angelica

PY - 2010

Y1 - 2010

N2 - 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.

AB - 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.

UR - http://www.mendeley.com/research/integral-competence-evaluation

M3 - Chapter

SN - 978-84-613-5538-9

T3 - 4TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED 2010)

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EP - 3693

BT - 4TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED 2010)

PB - IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT

CY - LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN

ER -

Quiroga Garza A. INTEGRAL COMPETENCE EVALUATION. In 4TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED 2010). LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN: IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT. 2010. p. 3682-3693. (4TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED 2010)).