Workshop: Reform Methodology for a Curriculum Based on Competencies Part IV

1. Workshop: Reform Methodology for a Curriculum Based on Competencies Part IV Dr. Gustavo Flores-Fernández Director de Diseño Curricular de la Formación Ocupacional Ing. J. Martín Arroyo-Estrada Subcoordinador del Área de Instalación y Mantenimiento Lic. Soraya Cruz-Jiménez Consultora en Pedagogía

2. EVALUATION BASED IN NORMS OF COMPETENCE

3. Concept of Evaluation in E/CBNC Within the competencies model, evaluation is a continuous process that centers on successfully obtaining evidence and applying criteria about the degree and nature of progress made in fulfilling performance requirements that have been established within a technical, labor competency norm. And, then in the appropriate moment apply criteria to determine whether or not they have gained the competency.

4. Evaluation Concept in E/CBNC Competence itself, cannot be observed, but must be inferred from performance. Evaluation based upon competency norms is an evaluation that is carried out in relation to the performance criteria which are established within the norms.

5. Characteristics of Evaluation Based in Competency Norms • Centered in performance and outcomes. • Individualized. • Without perceptual classification. • Eliminate comparison among student outcomes. • It becomes attached to meeting the performance criteria defined in the norm. • Must meet NTCL performance criteria. • Only makes judgments of competent or not competent. • Evaluates performance as well as knowledge. • Considers the evaluation of previous learning.

6. Aspects to consider in the Evaluation BNC • The need for direct evaluation • The need for multiples sources of evidence • The need for an integrated evaluation

7. Principles of Evaluation BNC • Validity • Reliability • Impartiality • Sufficiency • Authenticity • Real Time

8. Evaluation Plan • It is an instrument by means of which: • It explains an evaluation strategy that will be communicated • and discussed between the participant and the evaluator. • It makes specific some principles of the process of • evaluation based on competencies, as applied to the evaluation • process.

9. Design of an Evaluation Plan 1. For each unit of competency, decide what evidence is acceptable to demonstrate that the person is competent. 2. To decide how one is going to successfully obtain each piece of evidence. Be assured of which methods are feasible, valid and reliable. This must be done in a previous consultation with the people who are going to evaluate. . 3. To decide on the amount of time implied. Here it is necessary to be realistic and efficient in costs. Consider the limitations of the organization before making the decision. 4. To document the plan and to circulate among the interested people. .

10. The Evaluation of Competencies Direct Evidence Portfolio of Evidence Evidence of Knowledge Evidence of Products

11. Performance • Product • Knowledge Types of Evidence

12. The Final Evaluation of Competency The Evaluation Process Stages The Elaboration of the Plan for Evaluation The Integration of the Portfolio of Evidence

13. The Evaluation Center and/or the INDEPENDENT EVALUATOR CERTIFYING INSTITUTE CONOCER 2 1 The Certification Candidate 3 The Participants in the Certification Process Actors 4

14. PLANTEL CONALEP QUALIFICATIONS EDUCATIONAL SUPPLY * EQUIPMENT * INFRASTRUCTURE * INSTRUCTORS TRAINING PROCESS, ASSESSMENT (ACADEMIC CRITERIA) The Criteria for the Evaluation Centers CONOCER The Training of Evaluation Centers The Process

15. Functions of the Evaluation Centers • Develop evaluations with verification methodologies, to collect evidence of performance in the workplace or in similar conditions • Guarantee that the collected evidence in the evaluation correspond with the candidate for certification • Collect, register and send to the certifying institution evidence gathered through the evaluation and report in detail the results and judgment to support the final decision and certification • Legalization of the certificate through O.C.

16. GREATER LINK WITH THE PRUDUCTIVE SECTOR IMPROVEMENT IN THE QUALITY OF THE TEACHING AND LEARNING PROCESSES EASY PATH AND INCLUSION OF STUDENTS IN THE LABOR MARKET INCREASED SERVICIES TO COMMUNITIES UPDATE OF EQUIPMENT IN WORK - STATIONS AND LABORATORIES Advantages provided byC.E. C O N A L E P

17. OVERCROWDED PHYSICAL SPACES IN WORK-STATIONS AND LABORATORIES INTENSIVE USE OF EQUIPMENT AND MATERIALS FROM WORK-STATIONS AND LABORATORIES SATURATION OF ACTIVITIES OF INSTRUCTURS – EVALUATORS AND ADMINISTRATIVE STAFF LACK OF ADDITIONAL RESOURCES FOR THE AQUISITION OF MATERIALS NEEDED TO CARRY OUT EVALUATIONS LACK OF MAITENANCE AND CLEANING PERSONNEL IN WORK-STATIONS AND LABORATORIES Disadvantages of Operations under C.E. C O N A L E P

18. Evaluation Process Elaboration of an Evaluation Plan Compilation of a Portfolio of evidence Judgement on competence delivered

19. EVALUATION - CERTIFICATION Process Product of the Evaluation Candidate to be certified Certification request Pre-Diagnosis Registry Evaluation Payment First Phase Training and Evaluation Evaluation Center Payment Second Phase Candidate Internal Verification Presentation of the Certificate on behalf of OC and payment of Third Phase External Certificate is Issued Certificate is legalized Decision Integration of the File Certifying Institution Audit REGISTRY AND INTEGRAL SYSTEM Control and Provision of Certificates (Formats) CONOCER