Estrategia de evaluación por competencia en estudiantes universitario

In higher education, teaching strategies are not an unequivocally defined term, that is, they cannot only be explained or interpreted in one way. However, in most cases they are related to activities planned for a successful organization in the learning process. The strategic beginnings are implemen...

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Bibliographic Details
Main Authors: Delgado Bernal, Doris Susana, Hernández Escobar, Arturo, Placencia López, Barbara Miladys, Drogo, Claudia
Format: Article
Language:Spanish
Published: 2020
Subjects:
Online Access:https://dialnet.unirioja.es/servlet/oaiart?codigo=8000211
Source:RECIMUNDO: Revista Científica de la Investigación y el Conocimiento, ISSN 2588-073X, Vol. 4, Nº. 3, 2020, pags. 285-295
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Summary: In higher education, teaching strategies are not an unequivocally defined term, that is, they cannot only be explained or interpreted in one way. However, in most cases they are related to activities planned for a successful organization in the learning process. The strategic beginnings are implemented by the teacher, determining their position and that of the stu-dents, the role of the teaching content, the choice and exchange of teaching methods and procedures, in order to achieve competencies. Methods and procedures are generalized patterns of behavior that can be applied in different areas of teaching. In order to acquire competencies, it is necessary to use active teaching methods and procedures that include the emotional and intellectual involvement of the student in the learning process, with the integration of cognitive and prac-tical activities and the responsibility to learn by themselves. Currently there is a growing trend towards competency-based education with. The following research process reflects on the attributes of competency-based education, its domains, and teaching approaches for effective competency-based teaching and learning.