Propuesta metodológica para la evaluación de competencias genéricas identitarias en educación superior

Abstract

The transformation of higher education has caused universities to move towards a curricular renewal by competencies. This choice originates the development of different evaluative procedures that allow feedback on the teaching and learning process. In this context, this research article aims to propose a method for evaluating generic identity competencies for curricular activities that contribute to this type of skills. The proposal arises from an action research methodology, through the discussion group technique in a learning community of academics. As a result of this research, a methodological proposal was designed that enables the evaluation of generic identity competencies for the various curricular activities, so that the procedure that is exposed considers three moments, namely: integration of fundamental elements; internal coherence between competences, curricular activity and programming; and, finally, analyze the narratives of the teaching-learning process of the students and the academics. To conclude, the article is committed to ensuring the quality of the subjects that pay generic skills, through the application of this evaluative method that arises from the experience of the teachers.