Evaluative practices as part of the competency-based approach

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The book details a collaborative experiment involving ten teachers and a researcher focused on enhancing assessment practices in education. The researcher observed and analyzed teaching methods, while teachers engaged in reflective analysis of their assessment processes using specific grids. This approach allowed them to identify strengths and weaknesses in their evaluation practices, revealing a disconnect between their methods and the intended socioconstructivist approach, leaning instead towards a behaviorist paradigm. The findings underscore the need for better alignment in competency assessment implementation.