P Artam of preconceptions based on two misconceptions: the first of which leads us to believe that when we speak of changing the curriculum, we mean to transform what and how to teach, forgetting, often, what and how to evaluate, the second of these mistaken beliefs indicates that work competency-based curriculum is a fad that has nothing to do with issues such as inclusive education or attention to diversity.
Of course, both beliefs are wrong because the transformation of the curriculum requires profound changes in all its parts and on the other hand, a competency-based curriculum always advocate the applicability of knowledge and functionality thereof. Both issues are a railway connection with the inclusive school.
The attached presentation, our good friend Fernando Trujillo (Universidad de Granada) shows a model alternative to traditional assessment in which the productions of the students play a fundamental role and which verifies the acquisition of skills worked, beyond the simple response to an oral or written.
Of course, both beliefs are wrong because the transformation of the curriculum requires profound changes in all its parts and on the other hand, a competency-based curriculum always advocate the applicability of knowledge and functionality thereof. Both issues are a railway connection with the inclusive school.
The attached presentation, our good friend Fernando Trujillo (Universidad de Granada) shows a model alternative to traditional assessment in which the productions of the students play a fundamental role and which verifies the acquisition of skills worked, beyond the simple response to an oral or written.
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