The Challenge of Performance Evaluation in Colombia

Abstract

Assessment is an integral component of education. In basic and secondary education in Colombia, these assessment processes are regulated with a training and competency approach. To evaluate competencies through performance, institutions must overcome some conceptual and methodological challenges that will allow them to move from theory to practice. In order to establish a conceptual framework of reference and describe current needs and trends, the review of the topic of performance evaluation was conducted through a qualitative-descriptive approach. To do this, 59 documents were recovered and analyzed from indexed databases (ScIELO, Redalyc, Dialnet, Publindex, Scopus, Ebsco and Google academic), subsequently they were synthesized under a matrix for six units of analysis. The findings show that, although standardized tests contain sufficient methodologies and techniques to evaluate performance, educational institutions do not receive clear and replicable technical guidelines. This fact reveals that it is necessary to qualify and contextualize institutions due to the complexity of the methodologies. Thus, it is necessary to articulate all levels of performance assessment that are regulated in the country, establish objective methodological proposals to construct performance levels and address the particular needs of curricular regulators and institutional contexts.

Keywords

• cognition
• competence
• performance
• factors
• school performance