Integral Evaluation For Engineering Graduates: Comparison Of Competency-based Assessment Tools Academic Article in Scopus uri icon

abstract

  • The transformation of competency-based education has laid new challenges for the evaluation systems of our students. In Mexico, there are several different types of evaluation that are used to assess the competencies required for graduation. One of the requirements to graduate at our institution is the application of the EGEL standardized exam, which is an instrument designed to evaluate knowledge and skills, both disciplinary and transversal, that we believe are essential for higher education graduates.Furthermore, there are other complementary evaluations that may allow the validation of the graduation competencies proposed in the different study programs of engineering students. In this regard, assessments can provide greater clarity about the strengths, abilities, and areas of improvement of the graduate candidates. They can help to evaluate the student's analytical capacity, as well as their ability to collaborate and interact with other people, their orientation to detail as well as its results-based orientation. The aim of this article is to demonstrate the importance of applying integrated evaluations to students and to compare the results of standardized exams with the application of an integrative project assessment in B.S. in Computer Science and Technology program. The results obtained in the EGEL indicate levels of performance that can range from outstanding, satisfactory, or unsatisfactory. The results obtained indicate a high level of compliance, at least satisfactory. On the other hand, the results of the assessment of the integrative projects of the final year record the evaluation of the competences achieved at the sole level of the generation of students analyzed. © 2024 IEEE.

publication date

  • January 1, 2024