Retos y oportunidades para una evaluación cualitativa, bidimensional y por competencias de ingeniería

Autores/as

DOI:

https://doi.org/10.26507/rei.v15n30.1107

Palabras clave:

evaluación por competencias, competencias de ingeniería, sistema de evaluación

Resumen

La evaluación por competencias es un campo de estudio con amplia producción sobre estándares, marcos de referencia e implementaciones tecnológicas en distintas áreas disciplinares, que se valoran mayoritariamente desde la perspectiva metodológica. No obstante, se encuentran pocas contribuciones que permiten valorar los potenciales y desafíos que implican su implementación a la luz de los factores socioculturales involucrados (las creencias, los valores, las comprensiones); entendiéndose las prácticas de evaluación como acciones que configuran el hecho social de la educación. El trabajo que se presenta reflexiona sobre algunos de estos aspectos a partir de indagar a una muestra de actores del proceso evaluativo en el Programa de Ingeniería de Sistemas de la Universidad El Bosque, con el fin de valorar la práctica actual de evaluación de aprendizajes, y de reconocer los retos y oportunidades que deben tenerse en cuenta para la implementación de un sistema de evaluación por competencias.

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Biografía del autor/a

Sandra Milena Merchán Rubiano, Universidad El Bosque

Ingeniería de Sistemas de la Universidad Nacional de Colombia (2004), Magíster en Docencia de la Universidad de La Salle (2008) y Especialista y Magíster en Entornos Virtuales de Aprendizaje de la Universidad de Panamá en 2014. 

Hernando Rodriguez-Rico, Universidad El Bosque

Estudiante de Ingeniería de Sistemas de último semestre (IX) 2020, de la Universidad El Bosque. Se vinculó en el proyecto de investigación en el año 2019. Sus intereses investigativos incluyen la educación en la ingeniería.

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Publicado

2020-12-11

Cómo citar

Merchán Rubiano, S. M., & Rodriguez-Rico, H. (2020). Retos y oportunidades para una evaluación cualitativa, bidimensional y por competencias de ingeniería. Revista Educación En Ingeniería, 15(30), 93–100. https://doi.org/10.26507/rei.v15n30.1107

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