Assessment of learning by competences: A theoretical look from the Colombian context

Abstract

The evaluation of learning by competencies should be seen as a process of valorization of teaching, which allows the teacher and student to continually review the programmatic contents, through contextualized strategies, where there is coherence between what is taught and what is taught. learn. The motivation for this article arises from there, in which a theoretical discussion is presented on the evaluation of learning by competencies in Colombian educational institutions at the lower secondary level. In this sense, the documentary research of the study category was carried out under a qualitative approach, reviewing primary and secondary sources in Spanish since 2000 to date, in search engines such as: Scopus, Redalyc, Scielo, Latindex, Academic Google, among others. Among the results, the relevance of competence assessment is highlighted as an approach that promotes meaningful learning in students and teachers, enabling the improvement of pedagogical practice. Likewise, it is concluded that in this process the participation of all its actors is imperative, mainly due to the relevance that guides the changes in teaching and therefore in the evaluative practices that will be fundamental for the pursuit of higher education studies.