- Are achievement levels equivalent to proficiency levels?
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No, the levels of mastery are different from the degrees of achievement, i.e. there is no equivalence between them. As we know, the training units have as learning objectives a series of sub-competences defined at a certain level of mastery. These levels of mastery, A, B or C, refer to the characteristics (complexity and depth) of the contexts or demands in which students are expected to demonstrate mastery of the subcompetency.
The domain levels A, B, and C have been defined in an increasing order, being level C the one with the highest depth or complexity. The design of the evidences of the training units must take into account the determined level of mastery and, based on this, establish the characteristics, contents and level of complexity.
On the other hand, the four degrees of achievement: outstanding, solid, basic or incipient refer to the quality of the performance evidenced by the student of a certain subcompetency.
- What will happen to the mastery levels?
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The levels of mastery (A, B and C) continue to be an element of the educational model as indicators of the level of complexity and depth in which the subcompetencies are developed. According to the curriculum of each program, the UF will continue to indicate the level of mastery expected for the subcompetencies that comprise it, and the design of the evidence must be in accordance with the complexity and characteristics of the defined level of mastery.
The level of mastery guides the design of the UF and therefore the design of the evidence.
- Will there be an equivalence from the current assessment to the assessment by degrees of achievement?
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All competency evaluations carried out in the AD2019 period until the FJ2022 semester will be maintained on the original scale, i.e. Observed or Not Observed; starting in the summer, the scale of degrees of achievement will be used. There will not be an equivalence between both systems, the record or record in school, as well as the MiTec boards will maintain the information referring to the scale in force in the period in which each UF was taken.
- Can a student go directly to the highlights without going through the previous one?
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This is indeed possible; the degree of achievement will depend on the quality of the evidence demonstrated by the student in the face of a given demand or learning situation. We must remember that the evaluation of competencies is a recurrent process, so the assessment or degree of achievement may vary depending on the context or demand of the UF throughout the training process of each student.
- Will the level of mastery remain described in the learning objectives section in canvas?
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Thus, according to the curricular map of competencies, the different training units have as learning objectives to promote the development of sub-competencies defined at a certain level of mastery and this guides the design of the specific evidences of that training unit.
- Will students be able to see the numerical grade derived from the rubric assessment, and will they only see the grade obtained?
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They will be able to visualize both: the degree of achievement obtained and the grade of the evidence. As well as the feedback provided by the teacher in the eLumen instrument (rubrics).
- Will the level of mastery remain described in the learning objectives section in Canvas?
-
Thus, according to the curricular map of competencies, the different training units have as learning objectives to promote the development of sub-competencies defined at a certain level of mastery and this guides the design of the specific evidences of that training unit.
- Will students be able to see the numerical grade derived from the rubric assessment, and will the only see the grade obtained?
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They will be able to visualize both: the degree of achievement obtained and the grade of the evidence. As well as the feedback provided by the teacher in the eLumen instrument (rubrics).
- When will this rubric of specific descriptors for competency assessment start to be used?
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As of summer 2022, the evaluation of competencies will be using the scale of four degrees of achievement: outstanding, solid, basic and incipient. This scale will be used for the evaluation of both disciplinary and transversal competencies and will be applied in all training units.
- Where will I be able to visualize the degree of achievement obtained by my students in the UFS that I teach as of summer 2022?
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You will be able to visualize the results from miTec21, from the dashboard for subcompetencies tracking, where you will find the results according to the period, for groups that you will teach from summer 2022 onwards you will find the results with the scale of degrees of achievement.
- How will my students visualize the results of their sub-competency assessments?
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Your students have their dashboard to track the results of their subcompetencies from the mitec portal, here they will find the results organized as follows:
A) Students who take Summer 2022 and who have also taken training units between August 2019 and June 2022 will find their results with the dichotomous scale and will have an organization where they will visualize the results of degrees of achievement.
B) Students entering for the first time in August 2022, will only find the results with scale of achievement grades.
- Where can I view the results of the UFs I have taught from August 2019 to June 2022?
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You will be able to visualize the results from myTec21, from the dashboard for subcompetencies tracking, where you will find the results according to the period, for groups that you have taught between August 2019 and June 2022 you will find the dichotomous scale.