<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2448-878X</journal-id>
<journal-title><![CDATA[Revista latinoamericana de estudios educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. latinoam. estud. educ.]]></abbrev-journal-title>
<issn>2448-878X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Iberoamericana (México)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-878X2025000300455</article-id>
<article-id pub-id-type="doi">10.48102/rlee.2025.55.3.830</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Evaluación curricular por competencias en la educación musical universitaria nicaragüense en la UNAN-Managua]]></article-title>
<article-title xml:lang="en"><![CDATA[Competency-based Curricular Assessment in Nicaraguan University Music Education at UNAN-Managua]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guido Gómez]]></surname>
<given-names><![CDATA[Juan Rafael]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Argüello-Gutiérrez]]></surname>
<given-names><![CDATA[Catalina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de Nicaragua Área del Conocimiento Educación, Artes y Humanidades ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Nicaragua</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Internacional de La Rioja Facultad de Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>55</volume>
<numero>3</numero>
<fpage>455</fpage>
<lpage>483</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-878X2025000300455&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-878X2025000300455&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-878X2025000300455&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se analiza la alineación entre el currículo por competencias y la evaluación del aprendizaje en asignaturas de la carrera de Educación musical de la UNAN Managua. Se trata de un estudio transversal descriptivo correlacional con cuestionario aplicado a 100 estudiantes y 12 docentes. Se constató una alineación moderada, con fortalezas en las competencias técnicas y debilidades en la retroalimentación formativa; la trayectoria docente influyó en el uso de rúbricas. Sin embargo, el diseño del estudio y la participación voluntaria restringen la inferencia causal, por lo que se sugiere replicarlo de forma longitudinal y observacional. Aun así, proporciona evidencia reciente sobre evaluación por competencias en música dentro de un contexto latinoamericano poco estudiado y ofrece indicadores para la mejora institucional. Se recomienda fortalecer la capacitación docente en retroalimentación formativa y rediseñar las rúbricas para consolidar la alineación curricular.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study analyzes the alignment between competency-based curriculum and learning assessment in subjects within the Music Education program at UNAN Managua. This is a descriptive correlational cross-sectional study using a questionnaire applied to 100 students and 12 faculty members. The study found moderate alignment, with strengths in technical competencies and weaknesses in formative feedback; faculty experience influenced the use of rubrics. However, the study design and voluntary participation restrict causal inference, suggesting the need for longitudinal and observational replication. Nevertheless, it provides recent evidence on competency-based assessment in music within an understudied Latin American context and offers indicators for institutional improvement. The study recommends strengthening faculty training in formative feedback and redesigning rubrics to consolidate curricular alignment.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación musical]]></kwd>
<kwd lng="es"><![CDATA[evaluación por competencias]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[retroalimentación]]></kwd>
<kwd lng="es"><![CDATA[enseñanza superior]]></kwd>
<kwd lng="en"><![CDATA[music education]]></kwd>
<kwd lng="en"><![CDATA[competencybased assessment]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[feedback]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
</kwd-group>
</article-meta>
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