Evaluación por competencias en ingeniería: Caso inglés instrumental

the curricular transformation initiated in 2006 at the university of zulia (luz) expresses learning intentionality in terms of an academic-professional profile of competences, that merits using an integrative assessment including the cognitive, procedural and attitudinal dimensions of the learning subject. the objective of this research is to propose an assessment plan for the curricular unit instrumental english in the industrial engineering school. the research is projective with a documentary source design because information was obtained from analyzing and interpreting the existing assessment regulations at luz and in the engineering school, agreement 535 and bibliographical and periodical sources. it is contemporaneous and trans-sectional because it occurs at a unique moment in the present; its breadth of focus is one event. results made it possible to define criteria for structuring the assessment plan: a) achievement indicators for the assumed competences, b) dimensions, axes and strategies with their corresponding weightings and c) evidence for performance and execution levels. conclusions are that the proposed plan responds to a competence-based focus because it considers the three guiding dimensions for student education: knowing how to know, knowing how to do and knowing how to be in an integral and integrating manner. furthermore, it allows the teacher to record and contrast evidence for appropriate performance according to the competence-based achievement indicators.