Teaching and evaluation strategies at the university

Abstract

This article provides the outcomes of a situational diagnostics about the learning and evaluation strategies implemented in courses that belong to careers that are part of the Curricular Innovation Project of Universidad Don Bosco. The findings about the face-to-face teaching and the discovery of professors’ training needs in terms of the implementation of a competence-oriented curriculum are described and categorized under the epistemological bases of the complex thinking and the competence-based approach.