Bibliographic citations
Galantini, K., (2020). Relación entre el modelo pedagógico y el enfoque de la práctica evaluativa por competencias estudio realizado con los docentes del taller de Diseño de Proyectos de Arquitectura [Universidad Femenina del Sagrado Corazón]. http://hdl.handle.net/20.500.11955/729
Galantini, K., Relación entre el modelo pedagógico y el enfoque de la práctica evaluativa por competencias estudio realizado con los docentes del taller de Diseño de Proyectos de Arquitectura []. PE: Universidad Femenina del Sagrado Corazón; 2020. http://hdl.handle.net/20.500.11955/729
@mastersthesis{sunedu/2855853,
title = "Relación entre el modelo pedagógico y el enfoque de la práctica evaluativa por competencias estudio realizado con los docentes del taller de Diseño de Proyectos de Arquitectura",
author = "Galantini Velarde, Katerina Paola",
publisher = "Universidad Femenina del Sagrado Corazón",
year = "2020"
}
This research aims to find the relationship between the pedagogical model and the approach of the evaluative practices by competences of Design Studio’s teachers, subject of Architecture’s career, of a private university in Lima. The study is correlational, with a quantitative approach and the design is non- experimental cross-sectional. The sample is composed by the 39 teachers who were willing to participate in the study. For the data collection, two instruments were used: Evaluation Questionnaire of the Teaching and Evaluative Methodology of the University Professors (CEMEDEPU), and Test for the Evaluation of the Learning Based on Competences (PEAC), both adapted to the reality of teaching and learning Architecture, and achieving acceptable values of validity and reliability. The results show that there is a significant relationship between the pedagogical model and the approach of evaluative practice by competences of Design Studio’s teachers. However, it is important to point out that the relationship between the learning-centered pedagogical model and the approach of evaluative practices by competences is stronger than that between the teaching- centered pedagogical model and the approach of evaluative practices by competences.
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