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

Author

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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
    Tecnologico de Monterrey, Institute for the Future of Education, Monterrey 64849, Mexico
    Evidence-Based Medicine Research Unit, Children’s Hospital of Mexico Federico Gómez, National Institute of Health, Dr. Márquez 162, Col. Doctores, Del. Cuauhtémoc, Mexico City 06720, Mexico
    National Institute of Sciences and Innovation for the Formation of the Scientific Community, INDEHUS, Anillo Periférico 4860, Arenal de Guadalupe, Tlalpan, Mexico City 14388, 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)

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.

Suggested Citation

  • Aleksandra Krstikj & Juan Sosa Godina & Luciano García Bañuelos & Omar Israel González Peña & Héctor Nahún Quintero Milián & Pedro Daniel Urbina Coronado & Ana Yael Vanoye García, 2022. "Analysis of Competency Assessment of Educational Innovation in Upper Secondary School and Higher Education: A Mapping Review," Sustainability, MDPI, vol. 14(13), pages 1-20, July.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:13:p:8089-:d:854179
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    References listed on IDEAS

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    1. Graciano Dieck-Assad & Alfonso Ávila-Ortega & Omar Israel González Peña, 2021. "Comparing Competency Assessment in Electronics Engineering Education with and without Industry Training Partner by Challenge-Based Learning Oriented to Sustainable Development Goals," Sustainability, MDPI, vol. 13(19), pages 1-28, September.
    2. Kipper, Liane Mahlmann & Iepsen, Sandra & Dal Forno, Ana Julia & Frozza, Rejane & Furstenau, Leonardo & Agnes, Jéssica & Cossul, Danielli, 2021. "Scientific mapping to identify competencies required by industry 4.0," Technology in Society, Elsevier, vol. 64(C).
    3. Jing Lu, 2020. "Data Analytics Research-Informed Teaching in a Digital Technologies Curriculum," INFORMS Transactions on Education, INFORMS, vol. 20(2), pages 57-72, January.
    4. Gustavo Morán-Soto & Juan Antonio Valdivia Vázquez & Omar Israel González Peña, 2022. "Adaptation Process of the Mathematic Self-Efficacy Survey (MSES) Scale to Mexican-Spanish Language," Mathematics, MDPI, vol. 10(5), pages 1-19, March.
    5. Alessandro Liberati & Douglas G Altman & Jennifer Tetzlaff & Cynthia Mulrow & Peter C Gøtzsche & John P A Ioannidis & Mike Clarke & P J Devereaux & Jos Kleijnen & David Moher, 2009. "The PRISMA Statement for Reporting Systematic Reviews and Meta-Analyses of Studies That Evaluate Health Care Interventions: Explanation and Elaboration," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-28, July.
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    1. Gustavo Morán-Soto & Aradaryn Marsh & Omar Israel González Peña & Matthew Sheppard & José Isabel Gómez-Quiñones & Lisa C. Benson, 2022. "Effect of the COVID-19 Pandemic on the Sense of Belonging in Higher Education for STEM Students in the United States and Mexico," Sustainability, MDPI, vol. 14(24), pages 1-19, December.
    2. Gustavo Morán-Soto & Omar Israel González Peña, 2022. "Second Phase of the Adaptation Process of the Mathematics Self-Efficacy Survey (MSES) for the Mexican–Spanish Language: The Confirmation," Mathematics, MDPI, vol. 10(16), pages 1-17, August.
    3. Jorge Sanabria-Z & Berenice Alfaro-Ponce & Omar Israel González Peña & Hugo Terashima-Marín & José Carlos Ortiz-Bayliss, 2022. "Engagement and Social Impact in Tech-Based Citizen Science Initiatives for Achieving the SDGs: A Systematic Literature Review with a Perspective on Complex Thinking," Sustainability, MDPI, vol. 14(17), pages 1-22, September.

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