Within the new strategy of reorganization by training cycles, evaluation plays an important role, due to its polysemic and multipurpose nature and because it challenges new curricular designs, if we really want this new form of pedagogical reorganization to make sense. The present work shows the position from which the concepts of competence, evaluation and evaluation by competences are assumed, under the perspective of the cycles.Each of the aforementioned concepts has been deconstructed within the framework of Preschool, Basic and Middle Education and in the setting of a training model with a focus on competencies, taking as theoretical positions of current validity, including Chomsky's, Constructivism's approaches, from Gardner's theory of Multiple intelligences and, an obligatory reference when analyzing non-linear dynamic systems such as the learning process, the Theory of Complexity, also called Chaos.
A personal contribution to the reflection on this approach and that is specified in a theoretical construction applicable in the local, national context and, why not, at an international level, constitutes the design as a process, the definition of academic performance indicators and the Particular form as this process is assumed in the context of the promotion by cycles. Likewise, the competition given as an example is the product of the construction of a system of disciplinary competencies for the cycles, carried out by the school's teaching community, under the guidance and review of the author and with the contribution of the management team. It is expected that it will contribute to the debate generated around the evaluation of learning, since it offers an alternative to assume the commitment to help build and evaluate competences,within the framework of Preschool, Basic, Middle and Higher education.
Abstract
Evaluation plays a critic role within the new strategy of reorganization in education cycles due to its polysemy and versatility, and because it challenges new curriculum designs, the basis for this new pedagogy to make sense. This document presents the position from which skill, evaluation and skill's evaluation are considered under the cycles' perspective. Each concept has been reconstructed in an educational environment with a skills approach, having as a point of reference current theories of huge acceptance, such as Chomsky's Approach, Gardner's Multiple Intelligences Theory, Constructivism, and specially the Complexity (or Chaos) Theory, a mandatory reference to analyze non linear dynamic systems like the learning process.
Design as a process and the definition of indicators of academic performance are given as a personal share and as a mandatory step to the development of an applicable theory at local, national and, if possible, international levels. Furthermore, the system used as an example has been constructed by the teachers of the Grancolombiano School, under the supervision of this document's author, and the constant support of the school's directive. It is my wish for this work to enrich the debate that surrounds the process of learning evaluation, as it is an alternative for the construction and evaluation of skills at Preschool and Primary education.
Assessment by competences in the context of the cycles: A challenge and an opportunity in the path of educational quality
In the setting of pedagogical transformations, one of the goals of the Capital District Education Sector Plan, the evaluation constitutes one of the most controversial topics and that generates debate due to the polysemic nature of the concept, since its concretion in practice, the information it generates and the impact it has on the pedagogical task is determined by the way It is conceived and in the context in which it is demarcated and because, through the years it has also been assumed as an instrument of power of the teacher or as a resource of exclusion. We see then that, although in general terms it presupposes an instance of assessment, said assessment can occur in terms of quantification, stimulation, appreciation or categorization, depending on the curricular approach or perspective from which this process is carried out. Now, if we want to be consistent with what we do, we must define the perspective from which we evaluate and,If we also intend to do it with a focus on competencies, implementation makes design and execution more complex and problematic.
When proposing -in the institution that I direct- the proposals for pedagogical reorganization by cycles it was necessary to assume these concepts, at different times, from a dimension that responded to the training intention raised from the institutional mission, an exercise that did not seem complicated to carry out, but that became more complex when it became clear to teachers and administrators that the intention was not to build a document, but to achieve the appropriation of these concepts and the concretion of their experience in the classroom, so that in each of the learning stages, demarcated by the cycles, progress was made in the levels of construction of the defined competences and that the diagnosis of the state in this advance, as a result of the evaluation, served in turn as an input to rethink or redirect the practice and even the curricular design.
How to evaluate by competences, in the framework of an organization by cycles, guaranteeing that the life of the classroom, what the student builds or learns (and not what the teacher teaches) is reflected in the evaluation, enables a successful promotion and make sense of this new reorganization? The school, as an academic space par excellence, must answer these types of questions not from the heart or intuition (although they should not be abandoned), but from validated conceptual positions, which must be reviewed, analyzed and put in context. It is then required to assume a critical and analytical position of the terms and the context in which they are registered, defining from what position they are assumed, how the evaluation of learning is conceived and in what way the process of construction of competitions,based on clear definitions of the strategies and criteria to assess their progress, respecting the learning rhythms and the development processes and references of each cycle.
This document summarizes a conceptual deconstruction for the pedagogical work and especially the evaluation with a focus on competences, within the framework of the reorganization by cycles, carried out with the teaching staff of the Grancolombiano school in Bogotá, under the guidance of the author and with the contribution of the management team and which takes the form of a theoretical construction applicable in the local, national and even international context. It is expected that it will contribute to the debate generated around the evaluation of learning, since it offers an alternative to assume the commitment to help build and evaluate competences, within the framework of Preschool, Basic and Middle Education and, why not, at a higher level.
1. The concepts of competence and evaluation: Two “hot potatoes” that cannot be avoided in the educational field
The concepts of competence, evaluation, evaluation by competences, have been analyzed, deconstructed and raised by many authors; The documents that address them fill shelves of bookstores and constitute a number of more than five figures in web queries. Restless teachers buy or download them and try to apply what they have read in their practice, sometimes without relevant results. Why have I called them "hot potatoes"? Because in practice we try to grab them and quickly pass them on to others, since we do not know how to take them, without feeling violated and in that experience we are left without knowing what they taste like, but we are left with restlessness, anxiety, desire and the need to taste.
1.1. The concept of COMPETENCE in the school environment.
Gallego Badillo's epigraph is pertinent, due to the very connotation that the word "competence" acquires in the educational field. Theorizing about competences, adds this author, implies specifying from which theory of cognition is assumed and coherently conceptualizing attitudes and intelligence. I would add that also on methodology and approaches, since the term, current and relevant in the educational field, has been the subject of different interpretations, as well as its management in practice, without there being clarity on the best way to specify its implementation.
What is important to emphasize is that, whatever this view may be, it must be in coherence with the theoretical principles and conceptions that support the curriculum design in terms of training, organization of content, models and pedagogical approachesand I tend to believe that part of the difficulties that some official institutions present in terms of results in Saber and Pisa tests are related to the clash between their approach and the pedagogical task, without wanting to demerit one or the other, simply that they do not point to the same horizon, because the competences, focus of these tests, have not been assumed in their true dimension in pedagogical practice. Thus we see that it is quite common that they refer to competition as a “know-how in a context” and this simplistic way of assuming them is reflected in practices that at no time lead to forming competent subjects, results that are evidenced in the external tests cited.
In the context of this work, to carry out a construct of the term, we start from the analysis, interpretation and adaptation of Chomsky's positions, from a line of Constructivism and from Chaos Theory or from Gardner's complexity and Multiple Intelligences, as indispensable references, due to the nature of the learning and evaluation processes. This work of constructing the concept was carried out, without looking away from the commitment that the school has in the formation of purposeful, ethical citizens with a planetary conscience.
Look from Chomsky
To conceptualize on competition - says Gallego Badillo -Chomsky uses the concepts of capacity, disposition, performance and interpretation. The allusion to capacity is questioned, since this word suggests innate potentialities, which would make the competence under development explicable for the linguistic competence capable of development and improvement, but whose meaning is inapplicable for most of the competences. In this definition of competence, as a provision for interpretation and performance, a conceptual and methodological unit underlies, “one reflects, interprets and acts within and from conceptual, methodological, aesthetic, attitudinal and axiological structures elaborated from the activity representational of the knowing subject.We know that representation is one of the highest forms of imagination and creativity and is above mere images; Furthermore, images for systematic performance are constructions that are derived from representations. ”Here I return to this author, who analyzes Chomsky and Gardner's contributions to the definition of competence and who concludes that this presupposes the conceptual, the methodological, aesthetic, attitudinal and axiological.the methodological, the aesthetic, the attitudinal and the axiological.the methodological, the aesthetic, the attitudinal and the axiological.
The disposition and performance give the competition an attitudinal character, away from the conception of simple ability or dexterity, suggest a personal choice and a selection of knowledge. Now, what is the object of interpretation is not in itself, it is an attribute conferred by the subject who interprets it; it implies conceptual, methodological, attitudinal, axiological commitment and also implies promoting its construction in significant environments, since the cognitive activity derived from interpretation requires scenarios that enable the action that a specific intentionality requires. Acting, on the other hand, is derived from mental representations that, transformed into images, make acting feasible, a systematic acting that requires specific knowledge, abilities and skills.
From Constructivism.
Constructivism takes up the concepts of environments and significant learning. For Ausubel, Novak and Hanesian, the subject from her cognitive structure interprets transforming the meanings and ways of meaning agreed in her cultural environment and transforms this interpretation achieving meaningful learning. The cognitive structure is not only reduced to the conceptual, it also refers to the methodological, the aesthetic, the attitudinal and the axiological. Here, structure (from struere: build) is not something rigid, it refers to something in constant construction process; In this sense, the conceptual, the methodological, the aesthetic, the attitudinal and the axiological are not soldered, they are interrelated and suggest complexity. Competition then is different from knowledge, namely, information,Although these concepts cannot be left aside when defining it.
Look from the complexity theory.
Since learning modifies the cognitive structure and it represents a complex system, the cited theory - which some call Chaos - becomes important in the reflection that is made around the concept of competition. Gallego Badillo affirms that the cognitive structure cannot be assumed as a simple mechanical system since in these discernible regularities and repetitive patterns are observed, as happens, for example, with a friction-free clock; this structure, on the other hand, is dynamic, not linear, much of what will be remains open to the results of its own dynamics and any behavior depends on the initial conditions. He also adds that the cognitive structure is autopoietic, it is organized according to the operating regime in which it is found and needs to interact with the environment,with a view to being what it is in relation to it, of which it is an integral part. So a dialectical problem arises here: The individual is by himself, because he decides to be, but he cannot be if he is not in relation to the others, with whom he interacts; again the conceptual, the axiological, the attitudinal emerge as elements inherent in performance.
The theory of nonlinear dynamic systems, applicable to the cognitive system, postulates that it is the particular fluctuating interactions that give rise to or create the specific structure of each complex system, that is, they determine their own organizationAnd it is under this consideration that the competences that the individual builds, which respond to complex structures in turn, have their stamp of individuality that makes them differentiable in each subject, but this, as being sociable, is explained from his relationship with others. It can be concluded then, if the vision of the significant learning process is admitted as a phenomenon that has a non-linear dynamics, that in it there is a chance that determines it, so the predictions are limited to an almost immediate temporality. In other words, it is not possible to specify all the conceptual, methodological and attitudinal transformations that each student develops from her own dynamics and that will constitute her future as a person.
Gardner's contribution.
Gardner, for his part, raised his thesis on "Multiple Intelligences" a few years ago. For this author, there is no single intelligence, but a group of different types of intelligences that will vary their presence depending on the individual and the culture in which it is inserted. "According to this author, intelligences are not something that can be seen or told, they are a potential, presumably neural, that may or may not be activated depending on the value given to it in a particular culture, the opportunities available in that culture and personal decisions made by individuals and / or their families, teachers, etc. "
It is not the intention of this article to address this theory in detail, however it is important to keep it in mind when conceptualizing competencies, since, according to this author, intelligences are evidenced in the context of specific tasks, disciplines and areas, what It cannot be neglected either in the learning evaluation framework. As stated by the author, each field, that is, each discipline, each occupation, requires specific skills and adds that all intelligence is applicable in a wide range of cultural fields; It also introduces the concept of field, associating it with the context that includes people, institutions, stimulation mechanisms and everything inherent in the issuance of judgments on the quality of personal performance, thus,insofar as a field deems an individual competent, it is likely to be successful in it. These considerations constitute a contribution to the reflection derived from assuming a focus on competencies, especially if it is intended to teach, promote learning and evaluate respecting the different talents, rhythms and learning results.
Under the previous views, assuming constructivism from Chaos Theory, the learning process is something that happens far from balance, that is subject to chance and uncertainty and that breaks the balance between the relationship of the historically constituted order and that in practice builds every human being, who is an active participant in this process.
The concepts of intelligence (I), attitude (A) and competence (C), become an inseparable trilogy, object of construction and reconstruction and are reflected in autopoietic structures (conceptual, axiological, methodological, aesthetic and attitudinal, as Outlined in Figure 1.
After analyzing the aforementioned positions and adjusting them to the purposes of the curricular design, the competences are conceived as an object of construction and learning, involving the conceptual, methodological, axiological, aesthetic and attitudinal, with results not adjusted to a causality model.. Assuming it then as an object of construction and learning and under a “negotiated construct” from the contributions of the aforementioned authors, it is defined as knowing how to perform productively and positively in a given context, referring to the ability to make creative and relevant decisions in a defined field and that make sense in a specific field of the environment in which the individual operates. Competition, then, is directly associated with performance,Specifically expressed in the manifestation of the resources available to the student to carry out a task or activity. Similarly, under this perspective, competencies have an ethical component inherent in performance decisions that the student assumes.
Viewed in this way, competition presupposes: Some degree of mastery and conceptual versatility; a command of the syntax, explicit or implicit, of a sector of knowledge and the recognition of its functionality; putting this syntax into action, reflected in the appropriation of ideas and basic contents of said sector; a process for selecting alternatives for action; the relevance of its applicability in a given context and, most importantly, action, not virtuality.
Now, as an object of construction it suggests a process, hence teaching, or helping to build competences in the classroom, implies the precise definition and identification of the competence and the stages that the process requires. The construction of a competition is then proposed in two stages and five levels, which are explained in Table 1.
Table 1:
Competition as a process
“Perhaps in this sense, it should not be forgotten either, from the pedagogical dimension, the multipurpose implications of the term: Evaluation refers to a process through which some or several characteristics of a student, a group of students, an educational environment, objectives, materials, teachers, programs, etc. receive the attention of who evaluates, their characteristics and conditions are analyzed and valued based on benchmarks to make a judgment that is relevant to education. Thus, evaluation, in general terms, is an instance of evaluation…
As I stated in the introduction, evaluating is a problem term, because it is a multipurpose notion, which can mean estimating, calculating and measuring, as well as valuing and appreciating. It is also polysemic, because it is imposed or not in practice according to the needs of the evaluation itself and depending on the different ways of conceiving it.
If we refer to evaluation of learning in the school environment, its definition must be made from two dimensions:
- Cognitive: As a monitoring of the learning and appropriation of concepts and the pertinent management and application of content, tools or skills. This includes the evaluation of maturation in mental processes that allow the student to reconstruct and apply knowledge in a pertinent way, gradually developing hypothetical-inferential thinking.
- Valuational and attitudinal: As monitoring and follow-up to the gradual construction of habits, attitudes and beliefs for their performance as a social, human being, who is recognized and respected, who recognizes and respects others and their environment assuming a co-responsible attitude as a member of a group.
Likewise, in the context of evaluation as a component of Education in terms of Rights, it is essential to take into account two principles:
- Integral Humanism: Under this perspective, evaluating the student should lead to identifying progress in the development of all its potentials, which gives the evaluation the character of comprehensive, qualitative and continuous.
- Democracy and Human Rights: Obligatory benchmark in an inclusive education, such as that which has been conceived in the Capital District. Under this principle, the evaluation acquires a participatory and dialogical character, in which there is space for self-evaluation, coevaluation and hetero-evaluation, respecting differences and learning rhythms, which leads to the definition and application of monitoring and support strategies to improve performance. and / or to give early promotion to students with special talents.
- If we also evaluate with a focus on competencies, the evaluation will be conceived as the opportunity to also review the student's ability to assume and solve problems, which adds the pertinent character.
Angulo Rasco affirms that evaluation is a fundamental element within the educational process because it allows to focus and guide it and cites three perspectives from which it can be assumed: Technique, Hermeneutics and Criticism:
Oriented towards autonomy, the critical perspective requires an evaluation that is part of the curriculum construction process. In other words: action and reflection are dialectically related since there is no action but as a consequence of critical reflection that requires, in turn, to be subjected to a joint analysis. The evaluation is then carried out in order to decide the practice. ”
If we want to define evaluation not as an appendix to teaching or learning, but as an integral part of these processes, it is necessary to resort to a critical perspective, because evaluating from this perspective leads to reflection on content selection and meaning. of what is taught; it allows judging and interpreting information by focusing on knowing what students have learned and how they have done it; it fosters a communicative instance and reduces the power of evaluations as a resource that hinders the democratic appropriation of knowledge. Evaluating from this perspective favors all actors and enriches school life. The evaluation thus conceived leads to the analysis of components and variables involved in the process, as a pedagogical model, approach, didactic strategies, teachers,prior knowledge, external environments and conditions, which enables value judgments that go beyond the issuance of a concept related to promotion. It is understood then that evaluating student learning should also allow the identification of factors that hinder, limit or detract from what they apprehend and should reflect improvements in teaching, learning, environments, and support processes and even in the content system.they limit or detract from what they apprehend and must reflect in improvements in teaching, in learning, in settings, in support processes and even in the content system.they limit or detract from what they apprehend and must reflect in improvements in teaching, in learning, in settings, in support processes and even in the content system.
We can then define the evaluation of student learning as a comprehensive, qualitative, continuous, participatory, dialogical and relevant process, through which, in light of previously established criteria, the student's progress in knowledge or skills is examined defined as an object of construction in the teaching and learning process and the factors that enable or hinder the achievement of training goals are identified.
2. Evaluation with a focus on competencies, within the cycles
Already at this point of reflection we could say that "the potato is already warm." From the perspective of a pedagogical organization by cycles, with a focus on competencies, having deconstructed the concepts of competence and evaluation, it is important not to lose sight of the reasons that support this type of organization and the setting in which its curriculum design was carried out. Since the construction of the competence is assumed as a process and the cycles last two or three years, the competencies defined in the context of this work do not reach decisive levels or the refinement stage in a cycle, which is why it is It is essential to be clear about the estimated period of construction and the expected levels in each one.
On the other hand, in the framework of the cycles, the definition given on the evaluation of student learning must be complemented by specifying its functionality in this context, which is summarized in:
- Identify the state of progress of the students in the construction of the competencies defined for the cycle.
- Issue a concept about the status of their promotion in each of the study cycles.
- Define and implement strategies that contribute to improving the performance of students with little progress, in order to contribute to school retention and non-exclusion due to differences in learning rhythms.
- Improve the teaching, learning and evaluation processes and, in general, contribute to improving the school environment.
2.1. The character of building competencies.
In the school environment, teaching or enabling the construction of competencies implies assuming this task as a process, starting from the stages and levels explained by Table 1. To give content to these levels, it is necessary to clearly identify and define the competence, as shown in example 1.
Example 1:
Identification: Resolutive Competition.
Definition: It is the capacity and ability of the Gran Colombian student to approach and solve in the best way problem situations that are presented to him in his family, school or social environment, using technological tools and language and designing the solution through the use of algorithmic thinking..
Conceptual support areas: Natural Sciences, Mathematics and Technology and Informatics.
Once defined, we proceed to identify in each of the stages the performances that would demonstrate the progress in the construction of the competence, based on the fact that all competence is based on knowledge, tools, abilities and attitudes gradually assimilated during its Building process. For the competition in Example 1, Table 2 shows the expected performances:
Table 2:
Expected performances in the decisive competition
Although planning and defining performance and indicators in social processes differs from that in organizations and companies with expected fixed products, in which individuality does not intervene significantly, nor is the result permeated by external and initial conditions, plus those that arise unexpected in the development of the process, we could locate the academic performances of the students and their corresponding indicators, in the typology of results indicators and, if the evaluation is taken from a critical perspective, they would also be process indicators. Whatever its classification, an academic indicator measures learning and so do achievement indicators, used until very recently. However, taking a focus on competencies,These should measure not only if the concepts were apprehended, especially they should seek to identify if progress is being made in the construction of the respective competition.
In Preschool, Basic and Middle education, competencies, by their very definition, are not subject to assimilation and refinement in a few years and some span the five training cycles. I am not claiming that children in the first cycles are not in a position to give answers that place them at the creative or decisive levels, also in cycle five there will be times when the evidence of the students places them at the reproductive level, since Through the cycles new knowledge is included. However, it should not be established for the students of the last cycles only indicators of the reproductive or productive level, because an important factor within the conception of competence would be being left aside, which is refinement, that is, learning not just to respond to a specific demand,since what really makes us competent is the effectiveness and relevance of our actions.
By defining competence under the reference of Complexity Theory and taking into account that the cognitive structure is modified with learning, this structure being a dynamic, non-linear system, it is concluded that each stage of competition and even each cycle can assumed as a point of bifurcation and multifurcation and, through the property of autopoiesis, the use given to knowledge, resources and means can vary from one student to another. It is then possible to clarify the actions and conditions that demonstrate competence in the educational process, under the training benchmarks that the institution has defined, then entering the concepts of performance and performance indicators, which are those that show the non-virtual nature of this concept.
In this order of ideas, the performances and, specifically, the indicators, form a sequential chain, where one is a requirement and condition for the next, but we cannot guarantee the uniformity of the results, although we do need to specify some minimum or basic conditions. performance. On the other hand, each definition of an indicator should aim to reflect a state of the gradual construction of the competition that is being measured and how the teacher conceives the optimal performance. It is from this perspective that the performance indicators that are defined for the students and that I have said are classified as results, become process indicators, because they also allow evaluating the approach that the teacher prints to his pedagogical practice.
What considerations should be taken into account when constructing the performance indicator?
1. Do not lose sight of the definition of competition- because it marks the construction route-, the resources available to make said construction effective and the verification strategies. Nor can the evaluated level be neglected, which is indicated by the action (verb) defined in the performance (or performance indicator).
2. Include the conditions and / or requirements of said performance, which are like the quality requirements and which vary according to the stage and level. If we do not include this condition within the definition of the indicator, we are remaining an indicator of achievement.
I could say then that the performance (or the indicator, if it is second level), has the general structure shown in diagram 1:
"It effectively solves the differences that arise, applying the most appropriate strategy to resolve conflicts that arise between team members, in such a way that it generates trust and collaboration between them", can be a performance indicator for the competition of Purpose Leadership and could, due to the scope of the action, be located in the refinement stage of said competence.
Given that the action defined in the indicator accounts for the stage and level of construction of the competition, it is important to choose the appropriate action when defining the performance evaluation. For example:
Table 3.
Performance indicators for the decisive competition
This scheme is explained remembering that competition implies knowing and wanting to do creatively and pertinently in a specific context. It is important, therefore, not only Knowledge, that is, recognizing, understanding or reconstructing content and being in a position to identify or repeat it, if asked; recognition of the functionality of these contents is essential, along with the development of skills that allow the student to discern on the best way to use them, to be willing to do so and, when faced with a situation, to evaluate the best conditions to solve it, using the available resources and measuring the impact of the chosen solution (capacity, disposition, performance, according to Chomsky).
3. To conclude:
"Leaving the thought and responsibility for the future to others and engaging in daily work without adopting a reflective position, makes us passive spectators of change, which is inevitable." Nydia Caicedo
It is true that it is not easy to change schemes and practices with which we feel comfortable and that sometimes the urgency of the work limits the possibilities of pedagogical reflection; It is also true that abandoning the comfort of a work style is not a decision that is easily made and, in our environment, sometimes we do not find who or what encourages us to do so; On the other hand, I know that it is also difficult for a good number of teachers to go from the achievement indicator system to a system with a focus on competencies, which requires thoughtful and coordinated work between cycles to prepare performance indicators, with the aggravating factor that our training as teachers did not include these topics, however, a competence that is essential in any professional and that we have classified as job competence,it is the capacity for self-learning and it is the duty of the teacher to occupy himself in filling those gaps that exist in his training, if he wants to keep up with the current demands, with his accelerated process of changes in all orders.
On the other hand, the benefits of reorganization by cycles are undeniable, but they require a redesign that enables these differences to be enhanced in the growth and maturation processes of each cycle, which also respects these differences and enables students to build that imprint that marks the cycle. In this process, the evaluation of learning, not as an appendix or a task, must be assumed with the same rigor and responsibility dedicated to the design and experience of teaching in the classroom.
The teacher is not just another professional in a world where productivity marks the path to success. Although it sounds trite, it is the teacher who contributes with his action to mark the future of society and under that perspective, he has a permanent commitment to reflect on his practice, his gaze must always be, not today, not here, but on the horizon; It must be the “journey companion” of your students, but a companion with whom you not only walk, but from whom you learn and with whom you build bonds that mark your future.
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Also:
The Evaluation: Didactic Perspective. At: http // educación.idoneos.com / indexphp / 118251.
What does it mean to evaluate?. At:
GARCÍA A., Andrés. Notion of competition.. In:.
GRANCOLOMBIAN SCHOOL. Educational Project: ”Towards an Inclusive, Productive and Respectful Community of Human Rights.- Learning Assessment System- 2009.
Footnotes:
1. GALLEGO B, Romulo, Cognitive Competences. An epistemological, pedagogical and didactic approach. Santafé de Bogotá… Cooperativa Editorial Magisterio. 1999. Pags. 12-14.
2. AUSUBEL, D., NOVAK, JD and HANESIAN, M. Educational Psychology. A cognitive point of view. 1983.
3. Op.cit. P. 31-33
4. Notion of competition. Quoted by García Azcanio Andrés.. In.
5. What does it mean to evaluate?. At:
6. Scratch angle. The evaluation of the educational system. Some critical answers to why and how. In: AAVV. Rethinking education. Vol II of Practices and educational speeches. Paideia Morata Madrid. 1995.
7. The Evaluation: Didactic perspective. at: http // educación.idoneos.com / indexphp / 118251.
8. Cycle 1: Grades 0, 1 and 2. Cycle 2: 3 and 4. Cycle 3: 5, 6 and 7. Cycle 4: 8 and 9 and Cycle 5: 10 and 11
9. Example taken from the Grancolombiano school competence system, collective construction of teachers and teaching managers-2010.
10. Authorship already cited-Grancolombiano.
11. Defined by the team of Scientific-technical training axis of the Grancolombiano-Bogotá-2011 school.
