Progressive assessment of the development of compe- tencies in higher education students

Abstract

Education based on the development of competencies is proposed as a solution to the demands of globalization and the society of knowledge. Training is ought to meet the requirements that discipline, society, and the labor market demand. With the implementation of these models, universities were challenged by the need for change, not only in their knowledge, but also in their beliefs and
practices, abetted by demands and initiatives that do not always align with the development of knowledge. The present study explores knowledges and practices related to the creation of intermediate profiles and their evaluation processes in higher education students.
A literature review and comparative benchmarking are carried out among 5 Chilean universities selected due to possessing official documents which are freely accessible on their websites. The results show a limited theoretical and empirical development of the subject. The experiences reported by the universities show points of convergence in terms of evaluation methods, depth, number of evaluative milestones, instructional design and didactic aspects. The results are discussed, and practical guidelines are provided for defining intermediate competencies and their evaluation in higher education.