Development of an Academic Competence Assessment Protocol Based on a Mixed-Methods Approach

Abstract

The beginning of the university marks an academic starting point for students and a crucial opportunity to propose an assessment of their competencies that promotes implementing initiatives to optimize the utilization of available resources during the educational period. In this regard, current educational policies emphasize the importance of fostering the development of academic competencies from a comprehensive and cross-cutting approach, encompassing both cognitive and noncognitive skills. This aligns with the United Nations Sustainable Development Goal 4 (SDG4), which aims to improve the quality and equity in higher education. This thesis seeks to address the diverse needs regarding the assessment of university students by comprehensively assessing academic competencies in incoming students, which adopts a mixed-methods approach, and synthesizing the validity evidence to support the use of this approximation.