La coordinación del profesorado universitario: un elemento clave para la evaluación por competencias

En el ambito de la educacion universitaria, aunque no solo en el, la evaluacion de competencias surge como un aspecto clave si queremos ser coherentes con el nuevo paradigma educativo.  En este sentido, una efectiva coordinacion entre docentes puede ayudar a poner en comun dificultades, a afrontar las diferentes tareas y a consensuar criterios de evaluacion, con el foco puesto en la busqueda de una mejora continua de la practica docente. En este articulo se presenta un proyecto de coordinacion de profesores de diferentes areas de conocimiento, pero con las mismas inquietudes: como desarrollar y evaluar competencias genericas en el aula. Para ello han realizado un trabajo comun en sus materias organizando las distintas tareas en diferentes fases: se han seleccionado y definido las competencias genericas a desarrollar, se han consensuado indicadores y realizado diversas rubricas para la evaluacion de las mismas y se han disenado actividades formativas especificas en las cuales se ha implementado esta evaluacion. Con el objetivo de implicar al alumnado se ha realizado autoevaluacion y co-evaluacion.  Ademas, para evaluar el impacto de este trabajo de coordinacion se ha recogido la percepcion tanto de los alumnos como de los docentes implicados ante las nuevas herramientas de evaluacion disenadas, mediante cuestionarios especificos y sesiones grupales de reflexion. ABSTRACT University Teachers’ Coordination: a Key Factor for Competences Assessment. The assessment of competences emerges as a key aspect if we want to be consistent with the new educational paradigm, particularly in the field of higher education. In that sense, in order to get a continuous improvement in the teaching practice, an effective coordination among teachers is a very useful mechanism. It can help to share problems, deal with different tasks and reach a consensus on assessment criteria. In this paper we present a project concerning the coordination of teachers from different subject areas. All the teachers in this group have the same concerns: how to develop and how to assess general competences in their lessons. To that end, collaborative work has been done in their subjects by organizing the different tasks in different phases: the key competences to be developed have been selected and defined, the indicators and rubrics for their assessment have been agreed upon, and specific training activities have been designed to implement the assessment tools. In order to involve the students in their learning process, self-assessment and peer-assessment has been carried out. Furthermore, in order to evaluate the impact of this coordination work, the students’ and the teachers’ perceptions of the new assessment tools designed have also be collected by means of several questionnaires especifically made and also by resorting to group reflection sessions. The regular meetings held by the participating teachers allowed us to check that the teachers’ coordination encourages reflection on our teaching duties and allows the exchange of experiences, thus increasing their motivation.