<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-2644</journal-id>
<journal-title><![CDATA[Revista Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Educación]]></abbrev-journal-title>
<issn>2215-2644</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-26442021000200612</article-id>
<article-id pub-id-type="doi">10.15517/revedu.v45i1.43444</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Evaluación de competencias en educación superior: conceptos, principios y agentes]]></article-title>
<article-title xml:lang="en"><![CDATA[Higher Education Skills Assessment: Concepts, Principles and Stakeholders]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bonnefoy Valdés]]></surname>
<given-names><![CDATA[Nicolás]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>45</volume>
<numero>2</numero>
<fpage>612</fpage>
<lpage>628</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-26442021000200612&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-26442021000200612&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-26442021000200612&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las instituciones de educación superior actualmente están adoptando, a nivel mundial, una nueva forma de orientar la enseñanza de los contenidos a las competencias. Por su carácter de situado y complejo, la competencia requiere de otros modos de evaluación. El propósito de este artículo es presentar un análisis de cómo la evaluación de las competencias en el aula se formula, diseña e implementa mediante la revisión de literatura especializada como metodología selecta. El enfoque de este artículo fue de la evaluación de competencias a nivel aula, desde la perspectiva del personal docente. Los resultados del artículo permitieron distinguir y analizar los conceptos asociados a la evaluación de competencias, los principios por los que una competencia debe ser evaluada; los estándares, evidencias y otras consideraciones, y los ejemplos de pasos para realizarla. Es relevante profundizar en los y las agentes involucradas: estudiantes, docentes e instituciones. Se concluye que la evaluación de competencias tiene un cuerpo teórico extenso, y que para su adopción es vital el diálogo entre agentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Higher education institutions worldwide are currently adopting a new way to steer learning from content to competency-based. Given its complex nature, competency-based education must be assessed differently. This article examines how to formulate, design and implement competency-based assessments in the classroom, using a review of pertinent literature as the selected methodology. This article focuses on competency-based assessment in the classroom from the perspective of the instructor. Results help distinguish and analyze concepts associated with competency-based assessments, the underlying principles, standards, evidence and other considerations, as well as examples for its applications and the stakeholders involved: namely students, teachers and institutions. The article concludes that competency-based assessments have an extensive theoretical makeup and that dialogue among its stakeholders is essential for its adoption.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Competencias]]></kwd>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="es"><![CDATA[Educación universitaria]]></kwd>
<kwd lng="es"><![CDATA[Evaluación del estudiantado]]></kwd>
<kwd lng="en"><![CDATA[Competences]]></kwd>
<kwd lng="en"><![CDATA[Assessment]]></kwd>
<kwd lng="en"><![CDATA[University Education]]></kwd>
<kwd lng="en"><![CDATA[Students Assessment]]></kwd>
</kwd-group>
</article-meta>
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