Designing Evaluation Criteria for Disciplinary Competencies: A Case Study of Computer Science

The kind of students that currently arrive in the classroom in this technological age require a learning model that promotes their motivation for learning and thus boosts their creative thinking skills to develop disciplinary and cross-cutting competencies in their courses. It is of utmost importance to provide the students with comprehensive training and improve their competitiveness in their professional field by enhancing the skills of future generations to develop both the transversal and disciplinary competencies required that will allow them to become professionals who face challenges and opportunities in their future lives. Disciplinary competencies are the minimum necessary set of knowledge, skills, and attitudes in their disciplinary field for students to perform successfully in different contexts. Traditionally, the evaluation of knowledge is used to evaluate the student's competencies in a course, and it does not usually reflect the degree of achievement of the student's competencies since these evaluations are based on specific topics and not on the acquisition of the competencies that the course should generate. The objective of this study is to design the evaluation criteria for the disciplinary competencies of Computer Science in students, as well as to measure their impact concerning the different subjects of their academic plan.