La evaluación como elemento clave de la formación basada en competenciastres casos en el ámbito de las ingenierías

Laburpena

The European Higher Education Area involves academic and organizational changes related to the competence-based learning. The AlineaME project, coordinated by the Unit for the Support of Teaching Quality and Innovation of the Polytechnic School at Universitat Pompeu Fabra, proposed ICT area teachers and pedagogues a joint reflection towards the development of recommendations focused on the alignment between the three key elements addressed in the project: competences, methodology and assessment (C*M*A). This paper presents three cases in which the recommendations have been implemented, specifically Telematics Engineering (two cases, University of Valladolid and Pompeu Fabra University) and Computer Science Engineering (one case, University of Seville). The implemented recommendations refer to the need for the explicit alignment between C*M*A in the Teaching Plans, presenting this alignment to students, as well as the integration of the subject assessment as a learning process. The methodology for the implementation of both recommendations was (with minor differences) similar in all three cases. For the first one, the teachers explained the alignment between C*M*E in the Subject Teaching Plans (or Syllabus) and verbalized this alignment in the introductory session of the subjects. For the second one, teachers designed formative activities which contained and facilitate the peer assessment. Specific instruments were designed to assess the implementation of these recommendations, specifically to collect data and qualitative evaluations about students’ satisfaction and teacher's observations. The results regarding the presentation of the alignment C*M*E in the Teaching Plans indicate that students are more aware of what, how and why they will work and be evaluated. Also, they valued it as useful for their self-regulation. Moreover, considering the assessment as part of the learning process showed to be an interesting element of reflection for the students.