Strategies for Evaluating Competencies in the Academic Performance of Psychology University Students DOI:

Abstract

Breaking with a traditional way of evaluating implies breaking structures, paradigms rooted in education. Higher education does not escape this; it must go from a simple theoretical evaluation to implement new ways of evaluating practically, making visible the application of what has been learned in the classroom. Besides, an efficient, effective, competent academic performance, responding to the National Educational System of the Holistic Model's guidelines to be, know, do, and decide. The present research aimed to determine the effectiveness of practice exams to improve academic performance. Training strategies with practical evaluation were proposed to two groups of the seventh grade of Psychology of Universidad San Francisco de Asís, of the morning and night shift, with different characteristics framed in a quasi-experimental approach comparative method allowing to see differences in both groups. Effective strategies are also evidenced; therefore, it is a mixed investigation, where both quantitative and qualitative results are obtained. The results allowed to compare in both groups, conditions, and characteristics to show if the strategies effectively or alter academic performance. These same findings raise new intervention and research challenges and the need for practical evaluations to improve academic performance effectively and competently. Every strategy is focused on the university student so that he can carry out practical assessments and at the same time improve his academic performance, demonstrating skills and abilities in addition to competencies that are considered based on the needs of the group.