Results analysis between embedded assessments in Semestre versus isolated assessments in education.

Results analysis between embedded assessments in Semestre versus isolated assessments in education.

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  • Last Updated November 22, 2019

Results analysis between embedded assessments in Semestre versus isolated assessments in education.

The educational model of the Tecnológico de Monterrey (México) is on transition; it focuses on a new way of organizing and evaluating the teaching-learning process. The TEC21 educative model is an academic exercise that strives on the development of competences based on solving challenges (ITESM, 2015). Our project focuses on presenting the preliminary results of an integrated evaluation of a semester (Semestre i) versus a final integrated evaluation. During the last semester of industrial and systems engineering undergraduate program, students at Tecnológico de Monterrey participated in a Final Assessment in order to measure the development of competences and skills corresponding to their profession. They solved a problem under time pressure conditions, external irruptions, theoretical and technical requirements that will be present in their future work situations. On the other hand, the exercise called “Semestre i” focuses on the student's relationship with the work environment, through solving challenges, oriented to develop competences (ITESM, 2017). Students live a continuous embedded assessment within the resolution of a designated challenge through 18 weeks, monitored and evaluated by different stakeholders. It is important to highlight that results are presented periodically during the semester by the students which are under constant surveillance, working in teams and managing time and resources. In the final assessment, the results tend to be higher and with lower standard deviation when grading competences development. While the evaluation included in “Semester i” shows an increment in the differences between the student outcomes and with greater standard deviation. Integrated assessment has a natural "tuning" of the criteria that must be considered, with a particular emphasis on technical aspects. Such considerations tend to be ignored in the isolated assessment, where soft skills seem to be the most valuable competences considered by the evaluators.

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