Analysis of Competency Assessment of Educational Innovation in Upper Secondary School and Higher Education: A Mapping Review

Aleksandra Krstikj, Juan Sosa Godina, Luciano García Bañuelos, Omar Israel González Peña, Héctor Nahún Quintero Milián, Pedro Daniel Urbina Coronado and Ana Yael Vanoye García
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Aleksandra Krstikj: Tecnologico de Monterrey, School of Architecture, Art and Design, López Mateos 52926, Mexico
Juan Sosa Godina: Tecnologico de Monterrey, Business School, Mexico City 01389, Mexico
Luciano García Bañuelos: Tecnologico de Monterrey, School of Engineering and Science, Puebla 72453, Mexico
Omar Israel González Peña: Tecnologico de Monterrey, School of Engineering and Science, Monterrey 64849, Mexico
Héctor Nahún Quintero Milián: Tecnologico de Monterrey, Institute for the Future of Education, Monterrey 64849, Mexico
Pedro Daniel Urbina Coronado: Tecnologico de Monterrey, School of Engineering and Science, Monterrey 64849, Mexico
Ana Yael Vanoye García: Tecnologico de Monterrey, School of Engineering and Science, Monterrey 64849, Mexico

Sustainability, 2022, vol. 14, issue 13, 1-20

Abstract: Despite the plethora of studies reported during the last decade in relation to educational innovation in teaching and assessment of competencies, a consensus is seemingly lacking on a definition that establishes the scope and boundaries competency assessment. This research gap motivated a systematic review of the literature published on the topics of “educational innovation in teaching” and “assessment of competencies” in upper secondary and higher education during the period from January 2016 to March 2021. The main objective of the study was to define and evaluate educational innovation in teaching and assessment of competencies in upper secondary and higher education following PRISMA guidelines for a systematic literature review (SLR) on a curated corpus of 320 articles. We intended to answer the following questions: (1) What do “educational innovation in teaching” and “assessment of competencies” represent for upper secondary and higher education? (2) How are they evaluated? Lastly, (3) are efforts exerted toward the standardization of transversal competencies? The SLR seeks answers to these questions by examining nine research sub-queries. The result indicated that the greatest effort toward educational innovation in competencies was made at the higher education level and targeted students. Competencies were revised through associations with the Sustainable Development Goals of the 2030 Agenda. In addition, the methodologies used for teaching and evaluation of competencies were reviewed. Finally, the study discussed which technologies were used to develop the proficiencies of students.

Keywords: educational innovation; assessment; sustainable development goals; competencies; proficiencies; skills; evaluation; education 4.0; complex thinking; systematic literature review (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (3)

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Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:14:y:2022:i:13:p:8089-:d:854179

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