El libro Evaluación educativa: diálogos con formación inicial de profesores – Brasil, Colombia, Chile, España, Inglaterra, México, Nueva Zelanda y Uruguay da una nueva mirada a un tema complejo que rara vez se aborda en la producción académica mundial, a saber, la forma en que la evaluación educativa se ha enseñado, apropiado y practicado en los cursos de formación docente de diferentes universidades y países. El libro propone explorar el tema a partir de diversas referencias teórico-metodológicas y objetos de análisis, tales como: producción académica en revistas; la enseñanza de evaluación en los planes de asignaturas; y experiencias evaluativas vividas en la formación inicial y proyección para el desempeño profesional. Por su carácter integral combinado con un esmerado trabajo de organización y análisis, esta lectura se convierte en una excelente fuente de investigación para todos aquellos interesados en el área de Educación, especialmente aquellos que pasan por la evaluación educativa, la formación docente y el currículo. Además, la lectura de este libro puede orientar y calificar las prácticas educativas en el ámbito de la formación inicial y continua del profesorado, especialmente ayudando a comprender la evaluación educativa y cómo se puede enseñar en los cursos de formación del profesorado.

In an era of globalization, technological innovation, and social transformations, universities face the challenge of training students with the competencies needed to meet the demands of the market and to successfully integrate into today’s workforce. This book looks at the university as a dynamic source of essential competencies and explores various skill management models, methodologies and innovations applied by educational institutions around the world. The demands of today’s society represent a major challenge for universities and their teaching staffs. Professors need to adapt their teaching methods to meet these new challenges. For example, universities need to prepare new generations of students with the ability to select, update and use knowledge, rather than processing facts and formulas. Students need to be capable of learning in different contexts and modalities throughout their professional careers and learn to adapt their knowledge to new situations. In response, a conceptual and methodological change has taken place in the university organizational culture and in student curriculums. This book presents a variety of cases and observations on the competencies developed in the curriculums of universities around the world, with the aim to assure that graduates leave fully prepared to face the challenges of the new economy.​​

This textbook addresses the main assessment issues that teachers and educational institutions face in their daily work, while providing practical tools to support actions and decisions in this area. The critical issues observed in the assessment practices are made visible and specific guidelines and examples are given on how to carry out an effective and realistic classroom assessment within the school context. The book reveals evaluation elements that future and practicing teachers need to know about and can benefit from, such as the alignment between curriculum, teaching and assessment, flexibility in the construction of instruments according to their purpose, effective feedback, rubrics to evaluate performance and the use of specification tables to make pedagogical decisions (beyond the construction of the instruments itself). Translation from the Spanish language edition: El Poder de la Evaluación en el Aula. Mejores Decisiones para Promover Aprendizajes by Carla E. Förster Marín, © Ediciones UC 2018. Published by Ediciones UC. All Rights Reserved.

The need to develop 21st-century competencies has received global recognition, but instructional methods have not been reformed to include the teaching of these skills. Multiple frameworks include creativity, critical thinking, communication, and collaboration as the foundational competencies. Complexities of planning curriculum and delivering instruction to develop the foundational competencies requires professional training. However, despite training, instructional practice can be impacted by barriers caused by personal views of teachers, economic constraints, access to resources, social challenges, pandemic, overwhelming pace of global shifts, and other influences. With digitalization entering the field of education, it is unclear if technology has helped in removing or eliminating the barriers or has, itself, become another obstruction in integrating the competencies. Gaining an educator's perspective is essential to understanding the barriers as well as solutions to mitigate the impediments through innovative instructional methods being practiced across the globe via digital or non-digital platforms. The need for original contributions from educators exists in this area of barriers to 21st-century education and the role of digitalization. The Handbook of Research on Barriers for Teaching 21st-Century Competencies and the Impact of Digitalization discusses teaching the 21st-century competencies, namely critical thinking, creativity, collaboration, and communication. This book presents both the problems or gaps causing barriers and brings forth practical solutions, digital and non-digital, to meet the educational shifts. The chapters will determine the specific barriers that exist, whether political, social, economic, or technological, to integrating competencies and the methods or strategies that can eliminate these barriers through compatible instructional approaches. Additionally, the chapters provide knowledge on the impacts of digitalization in general on teaching and learning and how digital innovations are either beneficial to removing impediments for students or rather causing obstructions in integrating the four competencies. This book is ideally intended for educators and administrators working directly with students, educational researchers, educational software developers, policymakers, teachers, practitioners, and students interested in how 21st-century competencies can be taught while facing the impacts of digitalization on education.

Desde una perspectiva general, la acreditación de programas educativos representa un mecanismo para orientar las tareas educativas de la formación profesional, con prácticas y resultados que se reconocen desde un horizonte nacional e internacional, convirtiéndose en la estrategia que han asumido las universidades e instituciones de educación superior, para impulsar el mejoramiento permanente y el logro de calidad educativa. Algunas preguntas que orientan el debate sobre el tema de la acreditación de programas educativos son, entre otras: ¿qué beneficios estructurales han tenido los procesos de acreditación de programas educativos en el sistema de educación superior en América Latina y España?, ¿cuáles son los cambios de carácter académico que en los últimos 15 años se han generado en el sistema de educación superior, en comparación con los sistemas de países con los que tenemos acuerdos bilaterales?, ¿los indicadores y estándares de calidad reportados por el Consejo para la Acreditación de la Educación Superior, qué significado tienen en el contexto nacional e internacional?, ¿cuál es la visión de la acreditación y certificación de la educación superior en España y América Latina? En esta obra de dos volúmenes se rescatan algunas respuestas a las interrogantes planteadas, mediante la recuperación de experiencias institucionales y productos de investigación sobre el tema. Finalmente, se caracterizan y explican las tensiones, desencuentros, conflictos y resultados de la acreditación de la educación superior y de la gestión de la calidad de los programas educativos en la Región Iberoamericana.

The changes that have occurred in today's society require Higher Education to be highly efficient in the academic and professional preparation of young people who enter university. For that reason, universities around the globe have been advocating in recent years for an improvement in the quality of teaching-learning processes. As an example, the World University Consortium (2023) currently presents, among its most urgent and priority objectives, the identification of the best evaluative practices of the educational processes that are carried out at the University, as well as the recognition of the actions aimed at improving educational processes based on scientific evidence. In this way, it seeks to distinguish all those educational actions that are at the forefront; going from actions at the micro level, such as individual teaching practices in the classroom (such as the application of the flipped classroom or the use of augmented reality); up to actions taken at the macro level such as those proposed in the Horizon Europe 2020 strategy.