This is a proposal that seeks to identify the evaluation’s importance and utility for the teaching-learning process, from a contextual and conceptual point of view. As a result, students are not merely prepared in terms of knowledge but also to face real life situations.

Through the Skills Assessment Challenge you will learn to value the learning process through proof of acquired skill with the purpose of recognising the efforts made by your students. This recognition will come about by taking into account students’ progress and comparing their initial abilities to their progress made throughout the process.

The skills assessment is a proposal that seeks to identify the evaluation’s importance and utility for the teaching-learning process, from a contextual and conceptual point of view. As a result, students are not merely prepared in terms of knowledge but also to face real life situations.

A number of preconditions must be taken into account for the purpose of making this kind of assessment: A) clarify the skills to work on; B) write up the objectives with a focus on skills; C) create skill activities through a combination of exercises and tasks, framed in a meaningful context or scenario for the students; and D) diversify assessment techniques through expansion of the activity catalogue for the purpose of gathering information on student performance.

Skills are not observable directly, and therefore instruments must be designed through which information that will infer the degree of student acquisition is gathered.

Lastly, it is very important to keep in mind that the aim of the skills assessment is not only to measure learning acquisition, but also to promote the evaluation process itself so that it becomes another means to learn.

This Challenge will activate Teaching Skills in:

EVALUATION

LEARNING PROCESSES

Developing the following abilities:

  • Learning diagnosis
  • Skills evaluation
  • Evaluation stages