DESIGN AND VALIDATION OF A PROPOSAL FOR AUTHENTIC ASSESSMENT OF COMPETENCIES IN A TRAINING PROGRAM FOR TEACHERS OF PRIMARY EDUCATION IN MEXICO

Authors

  • Frida Díaz Barriga
    Bio
     Facultad de Psicología, Universidad Nacional Autónoma de México, UNAM.
  • Ramsés Barroso Bravo
    Bio
     Facultad de Filosofía y Letras, Universidad Nacional Autónoma de México

DOI:

https://doi.org/10.4151/07189729-Vol.53-Iss.1-Art.210

Keywords:

teacher competencies authentic assessment socioconstructivism situated cognition preservice teachers

Abstract

This article presents the experience of techno-pedagogical and instructional design that includes authentic assessment of teacher competencies in a Child Development Psychology course that is part of teacher education curriculum in Mexico. The competency approach adopted in this model is grounded in socio-constructivism and situated cognition and is learner-centered. Teaching competencies are assessed by an electronic portfolio with evidence of the work developed over a semester by trainee teachers. From the perspective of the teachers, the results are very favorable towards this proposal of teaching and authentic assessment of competencies during the process of teacher education at preservice level.

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Published

2014-01-21

How to Cite

Díaz Barriga, F., & Barroso Bravo, R. (2014). DESIGN AND VALIDATION OF A PROPOSAL FOR AUTHENTIC ASSESSMENT OF COMPETENCIES IN A TRAINING PROGRAM FOR TEACHERS OF PRIMARY EDUCATION IN MEXICO. Perspectiva Educacional, 53(1), 36–56. https://doi.org/10.4151/07189729-Vol.53-Iss.1-Art.210

Issue

Vol. 53 No. 1 (2014): Educational Evaluation

Section

Editorial

License

Copyright (c) 2014 Frida Díaz Barriga, Ramsés Barroso Bravo

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

The authors grant an exclusive licence, without time limit, for the manuscript to be published in the Perspectiva Educacional journal, published by the Pontificia Universidad Católica of Valparaíso (Chile), through the School of Pedagogy.