Diagnostic assessment from the competency-based approach during the first semesters of an undergraduate course. Case: Social Communication Sciences degree at Universidad Católica Boliviana “San Pablo” Cochabamba regional headquarters

Abstract

In the competency-based approach, as well as in other approaches, the initial or diagnostic assessment is quite important, because it allows orienting the pedagogical pathway and the non-significant adaptations that will be made by professors after learning the situation of the previous competencies acquired by their students within the dimensions of conceptual, procedural and attitudinal knowledge. In the case taken as a reference, the assessment which is performed during the first semesters is focused on the context of a heterogeneous and asymmetric pre-university schooling in Cochabamba. This exploratory research aims to understand how this assessment is being performed and which tools are being used to assess this diversity of previous competencies. All of this in order to understand the way professors are conducting a pertinent usage of tools at the beginning of university schooling.