Workshop:
Reform Methodology for
a Curriculum Based on Competencies
Part IV
Dr. Gustavo Flores-Fernández
Director de Diseño Curricular de la Formación Ocupacional
Ing. J. Martín Arroyo-Estrada
Subcoordinador del Área de Instalación y Mantenimiento
Lic. Soraya Cruz-Jiménez
Consultora en Pedagogía
EVALUATION BASED IN NORMS
OF COMPETENCE
Concept of Evaluation in E/CBNC
Within the competencies model, evaluation is a
continuous process that centers on successfully
obtaining evidence and applying criteria about the
degree and nature of progress made in fulfilling
performance
requirements
that
have
been
established within a technical, labor competency
norm. And, then in the appropriate moment apply
criteria to determine whether or not they have gained
the competency.
Evaluation Concept in E/CBNC
Competence itself, cannot be observed, but must
be inferred from performance.
Evaluation based upon competency norms is an
evaluation that is carried out in relation to the
performance criteria which are established within
the norms.
Characteristics of Evaluation Based in
Competency Norms
»Centered in performance and outcomes.
»Individualized.
»Without perceptual classification.
»Eliminate comparison among student outcomes.
»It becomes attached to meeting the performance criteria defined
in the norm.
»Must meet NTCL performance criteria.
»Only makes judgments of competent or not competent.
» Evaluates performance as well as knowledge.
»Considers the evaluation of previous learning.
Aspects to consider in the Evaluation
BNC
»The need for direct evaluation
» The need for multiples sources of evidence
» The need for an integrated evaluation
Principles of Evaluation BNC
» Validity
» Reliability
» Impartiality
» Sufficiency
» Authenticity
» Real Time
Evaluation Plan
It is an instrument by means of which:
»It explains an evaluation strategy that will be communicated
and discussed between the participant and the evaluator.
»It makes specific some principles of the process of
evaluation based on competencies, as applied to the evaluation
process.
Design of an Evaluation Plan
1. For each unit of competency, decide what evidence is
acceptable to demonstrate that the person is competent.
2. To decide how one is going to successfully obtain each piece
of evidence. Be assured of which methods are feasible, valid
and reliable. This must be done in a previous consultation
with the people who are going to evaluate.
.
3. To decide on the amount of time implied. Here it is necessary
to be realistic and efficient in costs. Consider the limitations
of the organization before making the decision.
4. To document the plan and to circulate among the interested
people.
.
The Evaluation of Competencies
Direct Evidence
Portfolio of
Evidence
Evidence of
Knowledge
Evidence of
Products
Types of Evidence
 Performance
Product
Knowledge
The Evaluation Process
Stages
The Elaboration of the
Plan for Evaluation
The Integration of the
Portfolio of Evidence
The Final Evaluation of Competency
The Participants
in the Certification Process
Actors
1
The
Certification
Candidate
2
The Evaluation Center and/or the
INDEPENDENT EVALUATOR
3
CERTIFYING INSTITUTE
4
CONOCER
The Training of Evaluation Centers
The Process
PLANTEL
CONALEP
QUALIFICATIONS
EDUCATIONAL SUPPLY
* EQUIPMENT
* INFRASTRUCTURE
* INSTRUCTORS
TRAINING PROCESS, ASSESSMENT
(ACADEMIC CRITERIA)
CONOCER
The Criteria for the
Evaluation Centers
Functions of the Evaluation Centers

Develop evaluations with verification methodologies, to collect
evidence of performance in the workplace or in similar conditions

Guarantee that the collected evidence in the evaluation correspond
with the candidate for certification

Collect, register and send to the certifying institution evidence
gathered through the evaluation and report in detail the results and
judgment to support the final decision and certification

Legalization of the certificate through O.C.
Advantages provided by
C.E. C O N A L E P

GREATER LINK WITH THE PRUDUCTIVE SECTOR

IMPROVEMENT IN THE QUALITY OF THE TEACHING AND
LEARNING PROCESSES

EASY PATH AND INCLUSION OF STUDENTS IN THE LABOR
MARKET

INCREASED SERVICIES TO COMMUNITIES

UPDATE OF EQUIPMENT IN WORK - STATIONS AND
LABORATORIES
Disadvantages of Operations under
C.E. C O N A L E P

OVERCROWDED PHYSICAL SPACES IN WORK-STATIONS
AND LABORATORIES

INTENSIVE USE OF EQUIPMENT AND MATERIALS FROM
WORK-STATIONS AND LABORATORIES

SATURATION OF ACTIVITIES OF INSTRUCTURS
EVALUATORS AND ADMINISTRATIVE STAFF

LACK OF ADDITIONAL RESOURCES FOR THE AQUISITION
OF MATERIALS NEEDED TO CARRY OUT EVALUATIONS

LACK OF MAITENANCE AND CLEANING PERSONNEL IN
WORK-STATIONS AND LABORATORIES
–
Evaluation Process
Elaboration of
an Evaluation
Plan
Compilation of a
Portfolio of
evidence
Judgement on
competence
delivered
EVALUATION - CERTIFICATION
Process
Certification
request
PreDiagnosis
Evaluation
Center
Candidate
Presentation
of the
Certificate on
behalf of OC
and payment
of Third Phase
Evaluation
Registry
Payment
First Phase
Training and
Evaluation
Verification
Candidate
to be
certified
Certificate is
Issued
Product of
the
Evaluation
Payment
Second
Phase
Internal
External
Certificate is
legalized
Decision
Integration
of the File
Certifying Institution
Audit
REGISTRY
AND
INTEGRAL
SYSTEM
Control and
Provision of
Certificates
(Formats)
CONOCER