Evaluation of Teaching Competency-Based Performance in Middle School Education

Evaluation of Teaching Competency-Based Performance in Middle School Education

María Elena Zepeda Hurtado (Instituto Politécnico Nacional, Mexico)
Copyright: © 2016 |Pages: 23
DOI: 10.4018/978-1-5225-0457-3.ch010
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Abstract

The research analyzes the problem of teachers' evaluation of Middle School Education at the Instituto Politécnico Nacional (IPN, for its acronyms in Spanish), which has been practiced using the same instrument since the assessment process started until now. From this approach, the National Education Model of high-schools, and, consequently, of the Instituto Politécnico Nacional is competency-based. There are eight competencies assigned to teachers' development, which are included in the Comprehensive Reform of Middle School Education. The eight teaching competencies are unfolded as attributes that are displayed as performance and/or products, which make up: knowledges, skills and attitudes that are applied in the classroom in order to generate learning environments and to have students develop their own competencies to achieve the high-school degree profile. The general aim of the research is to design an evaluation instrument of middle school education at the IPN, so that students determine the teachers' development according to the model of competencies.
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Evaluation Functions: Types And Purposes

It is considered again Tejeda’s proposal (1998) to identify the characteristics of evaluation from questionings, as observed in the Figure 1.

Figure 1.

Characteristics of evaluation

Source: Tejeda (1998)

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