Resumo

CUNYARACHE ANICETO, Claribel; LAZO ECHE, Edwin Raúl; JIMENEZ VILCHERREZ, Judith Keren  e  VELASQUEZ FERNANDEZ, Felícita Marcela. Digital Tools and Belief Systems: Predictors of Competency-Based Assessment in Higher Mathematics Education. uct [online]. 2026, vol.30, n.130, pp.56-65.  Epub 30-Mar-2026. ISSN 2542-3401.  https://doi.org/10.47460/uct.v30i130.1033.

This study analyzed the influence of teachers’ digital tools and belief systems on the planning and implementation of competence-based assessment in higher mathematics education. A quantitative approach was adopted, with a correlational design and descriptive-explanatory scope. The non-probabilistic sample consisted of 124 mathematics instructors. Data were collected through three ad hoc questionnaires designed to measure digital tool usage, teaching beliefs, and assessment practices. The findings confirm that teachers’ beliefs and digital resources significantly contribute to competence-oriented assessment planning, although a considerable portion of the variance remains explained by complementary pedagogical and institutional factors. The results highlight the importance of strengthening teachers’ digital and epistemic competencies to promote effective assessment practices in higher mathematics education.

Palavras-chave : digital tools; belief systems; assessment; higher mathematics education.

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