La formación universitaria en competenciasincidencia en la evaluación pedagógica de los procesos de enseñanza - aprendizaje desde el enfoque socioformativo

Abstract

The current university system has placed the concept of competence as the central axis for the teaching-learning process and evaluation, incorporating, consequently, educational models of the so called social and formative approach or of the traditional constructivist approach in education. The present article analyses, from a critical perspective, this ‘new’ reality, which is not without obscure areas, some of which can be situated in the conceptualisation of the term competence itself, as well as in its work-related origin. In a second step there is a description of some of the training proposals which characterise this new paradigm and also a vision of what must be the new function of the teacher who has become a mediator. Finally, there is a reference to what and what like the new evaluation process must be, developing some key ideas that characterise it and presenting the most representative evaluation instruments.