Sistema de evaluación por competencias de los aprendizajes en matemáticas para la Escuela de Ingeniería Civil, Universidad Nacional de Trujillo – 2019
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Date
2024
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Universidad Nacional de Trujillo
Abstract
La educación universitaria en el Perú ha asumido formalmente el enfoque por competencias, en consecuencia, también. la Universidad Nacional de Trujillo. Sin embargo, en la práctica este enfoque muestra grandes limitaciones pedagógicas, didácticas y educativas en el proceso formativo, particularmente en la evaluación de las asignaturas de Matemáticas. En respuesta, hemos propuesto un sistema para la evaluación de las competencias, denominado Sistema de Evaluación por Competencias de los Aprendizajes en Matemáticas para la Escuela de Ingeniería Civil de la Universidad Nacional de Trujillo-2019. El problema de investigación buscó determinar las características necesarias para que un sistema de evaluación de los aprendizajes en Matemática basado en competencias fuera de aplicación conveniente a los estudiantes de dicha Escuela. El objetivo general fue proponer y describir las características de este sistema de evaluación. Para alcanzar este objetivo, se partió de la siguiente hipótesis: el sistema de evaluación de los aprendizajes en Matemática basado en competencias tendría características fundamentadas filosóficamente en el sociocriticismo y la complejidad; estaría fundamentado en el enfoque por competencias matemáticas de Niss; se basaría en los paradigmas cognitivista y constructivista; las técnicas para la evaluación serán una recreación de las teorías tradicionales y conductistas; y la elaboración de los instrumentos de evaluación estaría adaptada para las Matemáticas. Los métodos de investigación utilizados fueron: analítico-sintético, inductivo-deductivo, histórico-lógico y la modelación. Se emplearon técnicas de lectura estratégica y se consultaron a expertos y grupos focales. Los instrumentos principales fueron el fichaje y la rúbrica. El estudio aportó definiciones propias de competencia y evaluación, describió los logros de la unidad de la asignatura de Análisis Matemático I y desarrolló un procedimiento técnico detallado para la elaboración de instrumentos de evaluación. Se propuso un tipo específico de instrumentos para diferentes momentos del proceso formativo. Se recomendó la implementación del modelo tras capacitación docente y una prueba piloto para asegurar su efectividad y adaptabilidad del sistema propuesto.
University education in Peru has formally adopted the competency-based approach; consequently, so has the National University of Trujillo. However, in practice, this approach shows significant pedagogical, didactic, and educational limitations in the formative process, particularly in the evaluation of Mathematics subjects. In response, we have proposed a system for the evaluation of competencies, called the Competency-Based Learning Evaluation System in Mathematics for the School of Civil Engineering at the National University of Trujillo-2019. The research problem sought to determine the necessary characteristics for a competency-based Mathematics learning evaluation system to be conveniently applicable to the students of that School. The general objective was to propose and describe the characteristics of this evaluation system. To achieve this objective, we started with the following hypothesis: the competency-based Mathematics learning evaluation system would have characteristics philosophically grounded in sociocriticism and complexity; it would be based on Niss's mathematical competency approach; it would be based on cognitive and constructivist paradigms; the evaluation techniques would be a recreation of traditional and behaviorist theories; and the development of evaluation instruments would be adapted for Mathematics. The research methods used were: analytical-synthetic, inductive-deductive, historical-logical, and modeling. Strategic reading techniques were used, and experts and focus groups were consulted. The main instruments were note-taking and rubrics. The study provided its own definitions of competency and evaluation, described the achievements of the Mathematical Analysis 1 subject unit, and developed a detailed technical procedure for the development of evaluation instruments. A specific type of instrument was proposed for different moments of the formative process. The implementation of the model was recommended after teacher training and a pilot test to ensure the effectiveness and adaptability of the proposed system.
University education in Peru has formally adopted the competency-based approach; consequently, so has the National University of Trujillo. However, in practice, this approach shows significant pedagogical, didactic, and educational limitations in the formative process, particularly in the evaluation of Mathematics subjects. In response, we have proposed a system for the evaluation of competencies, called the Competency-Based Learning Evaluation System in Mathematics for the School of Civil Engineering at the National University of Trujillo-2019. The research problem sought to determine the necessary characteristics for a competency-based Mathematics learning evaluation system to be conveniently applicable to the students of that School. The general objective was to propose and describe the characteristics of this evaluation system. To achieve this objective, we started with the following hypothesis: the competency-based Mathematics learning evaluation system would have characteristics philosophically grounded in sociocriticism and complexity; it would be based on Niss's mathematical competency approach; it would be based on cognitive and constructivist paradigms; the evaluation techniques would be a recreation of traditional and behaviorist theories; and the development of evaluation instruments would be adapted for Mathematics. The research methods used were: analytical-synthetic, inductive-deductive, historical-logical, and modeling. Strategic reading techniques were used, and experts and focus groups were consulted. The main instruments were note-taking and rubrics. The study provided its own definitions of competency and evaluation, described the achievements of the Mathematical Analysis 1 subject unit, and developed a detailed technical procedure for the development of evaluation instruments. A specific type of instrument was proposed for different moments of the formative process. The implementation of the model was recommended after teacher training and a pilot test to ensure the effectiveness and adaptability of the proposed system.
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HUMANITIES and RELIGION::History and philosophy subjects::History subjects::History