Summary of "Evaluación en el enfoque por competencias - Luis Guerrero Ortiz"
Summary of Evaluación en el enfoque por competencias by Luis Guerrero Ortiz
Main Ideas and Concepts
1. Nature of Competencies
- Competencies are complex abilities involving the combined and appropriate use of multiple skills to solve real-life problems.
- Competence is not about memorizing or isolated skills but about reflective, autonomous action in authentic situations.
- Competencies require understanding the situation, analyzing it, choosing strategies, acting, and evaluating results.
- Competency development is a continuous, long-term process, not something achieved or assessed in isolated sessions or short periods.
2. Four Essential Abilities in Writing Competence (Example)
- Analyze the communicative situation and adapt the text accordingly.
- Organize and develop ideas coherently and cohesively.
- Use conventions of written language properly.
- Reflect on and evaluate the written text in terms of form, content, and context.
- All four abilities must be integrated to demonstrate competence; prioritizing or isolating them is a misconception.
3. Common Misunderstandings about Competencies
- Mistaking the title of a competency for its full meaning without reading the curriculum’s definition.
- Confusing competencies with content or topics to be taught.
- Believing competencies can be broken down into isolated, teachable parts or skills.
- Treating competencies as a menu of discrete performances or standards to be ticked off individually.
- These misunderstandings hinder proper formative assessment and teaching.
4. Non-Negotiable Principles of Competencies
- Reflection: Competence requires thinking independently and critically.
- Autonomy: Learners must have freedom to make decisions and solve problems.
- Error: Mistakes are opportunities for learning; learners must identify and correct errors themselves.
- Practice: Competence develops through repeated, meaningful practice over time.
5. Active Learning and Learning Experiences
- Active learning means mental engagement, not just physical activity.
- Learning experiences are active, cognitively challenging methodologies such as:
- Project-based learning (ends with a demonstrable product solving a problem).
- Problem-based learning (ends with a proposed solution report).
- Inquiry-based learning (ends with investigative reports).
- Case studies (analysis and position-taking on real, complex issues).
- These methodologies require autonomy, collaboration, research, and reflection.
- Teachers should facilitate but not overly structure or model these experiences; students should take ownership.
6. Significant Situations and Problem Formulation
- Problems must be meaningful, open-ended, and cognitively demanding to foster real competence.
- Closed questions or simple information retrieval do not develop competence.
- Proper problem formulation is crucial: a poorly formulated problem leads to ineffective learning.
7. Formative Assessment in Competency-Based Education
- Formative assessment is assessment for learning, not for grading or reporting.
- It provides qualitative information to guide teaching and support student learning.
- Competencies are assessed as a whole, through the observation of combined abilities in authentic tasks.
- Standards (learning standards) are the normative criteria; performances are illustrative examples, not criteria.
- Diagnostic evaluation is essential to understand student starting points and tailor teaching.
- Observation of student actions during learning processes is key, not just evaluation of final products.
- Competency assessment is a process over time, not a one-time event.
8. Practical Guidance on Evaluation
- Read and understand the curriculum’s definitions of competencies and standards before planning assessment.
- Use standards to derive evaluation criteria; use performances only as examples to clarify.
- Design activities that allow students to demonstrate all capacities of a competency in an integrated way.
- Do not fragment competencies into isolated skills for separate assessment.
- Recognize that not all competencies or capacities can be observed or assessed in a single session.
- Avoid over-reliance on written tests for competency evaluation; they cannot fully capture complex skills.
- Use rubrics that reflect the critical aspects of competencies, weighting criteria based on their importance.
9. Challenges in Implementation
- Persistent traditional practices focus on content memorization, isolated skills, and grading every activity.
- Teachers and parents often expect grades and content-based teaching, which conflicts with competency-based approaches.
- There is a need for teacher and parent education on the nature and purpose of competencies and formative assessment.
- The pandemic highlighted inequalities and the need for differentiated instruction based on diagnostic evaluation.
- Technology and AI have potential but are currently underutilized or misused in classrooms.
10. Philosophical and Historical Foundations
- Competency-based education aligns with centuries-old educational wisdom emphasizing starting from learners’ prior knowledge and experiences.
- Effective education is learner-centered, builds on what learners know, and aims for autonomous problem-solving.
- The goal is for learners to say, “We did it ourselves,” demonstrating ownership of learning.
Methodology and Instructional Recommendations
Developing Competencies
- Present students with significant, real, and open-ended problems.
- Ensure problems require investigation, reflection, decision-making, and collaboration.
- Use active methodologies such as project-based, problem-based, inquiry-based learning, and case studies.
- Allow students autonomy in choosing how to address the problem.
- Provide opportunities for practice, mistakes, reflection, and revision.
- Scaffold early projects with modeling and gradually reduce teacher control.
Formative Assessment
- Use formative assessment to gather qualitative evidence to guide teaching, not to assign grades.
- Base assessment criteria on learning standards, not on isolated performances.
- Observe student actions throughout the learning process, not just final products.
- Conduct diagnostic assessments to understand student starting points and needs.
- Use rubrics that reflect the integrated nature of competencies and weigh criteria appropriately.
- Avoid fragmenting competencies into separate skills for isolated assessment.
Planning and Evaluation
- Read and understand competency definitions and standards from the curriculum.
- Select or design learning activities that allow demonstration of full competencies.
- Do not rely solely on teaching units for planning; plan flexible, process-oriented learning experiences.
- Communicate with parents about the purpose of competency-based learning and formative assessment.
- Resist pressures to grade frequently or reduce competencies to content recall.
Speakers and Sources
- Luis Guerrero Ortiz – Main speaker and presenter of the video.
- Paula Villaseñor – Expert cited on the nature of skills and competencies.
- Pedro Ravela – Expert cited on formative assessment.
- Fernando Llanos – Expert cited on competency assessment.
- John Dewey – Referenced for his theory of learning from experience.
- Albert Einstein – Quoted on the importance of problem formulation.
- Confucius (UTC) – Ancient philosopher quoted on education principles.
- Various teachers and professors (e.g., Jaime Pilco, Raúl, Carmen, Ana Churata, María Abancaya, Jenny) – Participants asking questions and sharing reflections during the session.
This comprehensive summary captures the core ideas, practical guidance, and theoretical foundations presented by Luis Guerrero Ortiz on competency-based education and formative assessment.
Category
Educational
