The assessment by competencies and the inclusive Education. Proposal of an instrument of evaluation for competences for educational inclusion

Abstract

Considering that the educational models respond to the type of individuals and society that one wants to form, the present study investigates about the relations of correspondence between two approaches that have been installed in our society for a few decades and that cohabit in the classrooms of schools belonging to the Valparaiso region, namely, assessment by competencies and evaluation for educational inclusion.

For this purpose, 268 teachers from schools where competency curriculum was established and 25 teachers from a school self-defined as inclusive were interviewed.

It is expected to determine the compatibility and coherence between the evaluation strategies and instruments of both approaches. As a product of the present study, an instrument will be proposed that makes it possible to evaluate both competencies and educational inclusion simultaneously in the classroom.