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

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datacite.alternateIdentifier.citationINFANCIAS IMAGENES,Vol.15,9-25,2016
datacite.alternateIdentifier.doi10.14483/udistrital.jour.infimg.2016.1.a01
datacite.creatorMorales Saavedra, Soledad
datacite.creatorZambrano Quezada, Heidi
datacite.date2016
datacite.subject.englishassessment
datacite.subject.englishhigher education
datacite.subject.englishpreschool education
datacite.subject.englishearly childhood training
datacite.titleAssessment Coherence in Competency-Based University Education: A Study on Future Educators in Chile
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.urihttp://repositoriodigital.uct.cl/handle/10925/2877
dc.language.isoes
dc.publisherUNIV DISTRITAL FRANCISCO JOSE CALDAS
dc.sourceINFANCIAS IMAGENES
oaire.resourceTypeArticle
uct.catalogadorWOS
uct.indizacionESCI
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