Assessment Coherence in Competency-Based University Education: A Study on Future Educators in Chile

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dc.contributor.authorMorales Saavedra, Soledad
dc.contributor.authorZambrano Quezada, Heidi
dc.date2016
dc.date.accessioned2021-04-30T16:31:18Z
dc.date.available2021-04-30T16:31:18Z
dc.description.abstractAssessment processes, as instances of training quality assurance in higher education, have been the subject of diverse studies in a national and international level. However, in the case of childhood teacher training, precedents are scarce. In this context, this article is the result of a research with a qualitative approach, based on a case study, and the purpose of determining coherence in the assessment procedures in the early childhood training of teachers in a context of competency-based curriculum. The participants were five teachers and ten students of an early childhood career from an accredited Chilean university. The results show difficulties in the assessment practices in coherence with the assumed model and the learning that we seek to achieve, thus revealing the need for major studies on preschool teacher training and assessment during learning paths.
dc.identifier.citationINFANCIAS IMAGENES,Vol.15,9-25,2016
dc.identifier.doi10.14483/udistrital.jour.infimg.2016.1.a01
dc.identifier.urihttp://repositoriodigital.uct.cl/handle/10925/2877
dc.language.isoes
dc.publisherUNIV DISTRITAL FRANCISCO JOSE CALDAS
dc.sourceINFANCIAS IMAGENES
dc.subject.englishassessment
dc.subject.englishhigher education
dc.subject.englishpreschool education
dc.subject.englishearly childhood training
dc.titleAssessment Coherence in Competency-Based University Education: A Study on Future Educators in Chile
dc.typeArticle
uct.catalogadorWOS
uct.indizacionESCI
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