Revisando el concepto de examen y el de planificación

In this paper we analyze how our examination and planning concepts have evolved in our teaching work. One of the main objectives of the exam is to determine the level of skill acquisition at the end of the student's learning process. Yet another use we can make is to determine the student's skill level at the time of start of the learning process. The definition and measurement of these levels are essential to determine the actual increase learning individual. But to increase this rise, we need to plan dynamic learning activities, which should be adapted in each case to the level of every student. In this paper, we have applied the principles to adapt traditional exams to obtain evaluations aimed at individualized improvement and transformation of business planning agendas in keeping the content base that underlies the traditional program. We propose an evaluation strategy in which exams of unknown are starting point to measure the student's training. Furthermore, we discuss different types of schedules to achieve based on content-related activities. Finally we propose several kinds to represent increases for individual learning, team and course, by means of team activities evaluated in iterative cycles in which its components assume different roles within the team in each cycle.