Resumen

CONTRERAS PAREDES, Norton  y  CASTRO CAMOUSSEIGHT, Michelle. Collaborative proposal to evaluate two subjects of the Early Childhood Education program in Chile, aimed at the development of academic and professional competencies through an alternative evaluation. Innovaciones Educativas [online]. 2025, vol.27, n.42, pp.316-334. ISSN 2215-4132.  http://dx.doi.org/10.22458/ie.v27i42.5300.

The presented systematization accounts for an evaluation instance applied between two departments of the Early Childhood Education program at a Chilean university. The objective was to assess the implementation of an alternative evaluative experience based on competencies in a discussion format. The characteristics of the sample group included 32 students from the Early Childhood Education program at a private higher education institution in Santiago, Chile, who were simultaneously taking the courses in Neuroeducation and Developmental Psychology. Their choice was a non-probability convenience sample, as the researchers had easy access to the participating subjects given the circumstances. One group of students was required to orally present a topic related to both courses and then make comments and ask questions about a different topic presented by another group. The instance was evaluated using a rubrictype instrument (regarding both form and content) with a requirement of 70% on the Chilean grading scale. It was found that the students achieved 67% of the learning indicator related to elements of form and 100% of the learning indicators related to elements of content. Thus, it is proposed that there is a need to generate more and better evaluation instances that differ from traditional written assessments in higher education, strengthening a curriculum oriented toward competencies and focused on adequate professional and labor performance.

Palabras clave : University student; university curriculum; professional competence; student assessment; exam grade; oral exam.

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