360° Competency assessment model (teaching-learning)

Yasmín Ivette Jiménez Galán; Marko Alfonso  González Ramírez; Josefina  Jaime Hernández

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dc.creator	Yasmín Ivette Jiménez Galán
dc.creator	Marko Alfonso González Ramírez
dc.creator	Josefina Jaime Hernández
dc.date	2010
dc.date.accessioned	2022-03-23T21:04:59Z
dc.date.available	2022-03-23T21:04:59Z
dc.identifier	http://www.redalyc.org/articulo.oa?id=179420770005
dc.identifier.uri	http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/118186
dc.description	In the beginning of the twenty-first century a bleak outlook for the evaluation of teaching- learning is described because only the student, the results, knowledge and observable behaviors are evaluated, what is "learned" is measured quantitatively by establishing stereotypes and using inadequate tools (Santos, 1998). This has two obvious consequences: the majority of teachers believe that the most important function of the assessment is passing it, and what's worse, it is considered a separate activity in the teaching process. This article begins with a brief exploration of traditional conceptions of the evaluation of the teachinglearning process, to get to propose an evaluation model that is consistent with competencybased education of the current educational approach.
dc.format	application/pdf
dc.language	en
dc.publisher	Instituto Politécnico Nacional
dc.relation	http://www.redalyc.org/revista.oa?id=1794
dc.rights	Innovación Educativa
dc.source	Innovación Educativa (México) Num.53 Vol.10
dc.subject	Educación
dc.subject	360° performance assessment
dc.subject	competencybased education
dc.subject	educational research
dc.subject	situated learning
dc.subject	quality
dc.subject	higher education institutions
dc.title	360° Competency assessment model (teaching-learning)
dc.type	artículo científico