Assessment of Generic Competencies in Multicultural and Pluri-ethnic Contexts through Personalized Learning Environments

Abstract

The present research work proposes a currently non-existent model of Formation and Evaluation of Generic Competencies (Saber Pro) in the Colombian University Environment through Personalized Learning Environments, based on the theoretical approaches regarding the exegesis of learning and the taxonomic assignment of levels of ascending cognitive complexity in multicultural and pluriethnic contexts, proposed by SOLO. The sample of the population under study is 14,000 students, who cohabit the alma mater of the University of La Guajira, Colombia. The survey was used as a technique and the design of an evaluation instrument by generic competence, structured in items, blocks and booklets. To analyze the responses recorded in the instruments, the Item Response Theory (IRT) is used, as well as Descriptive Statistics, to identify the most iterative specific difficulties of the students after being evaluated in the generic competencies pre-established by the Icfes. Finally, the conclusions infer, the ascending (taxonomic) classification of levels of cognitive complexity, when using Personalized Learning Environments, in the process of Training and Evaluation; Education individualized to the context, aptitudes and interests of the student through Machine learning tools.