STUDENT SELF-ASSESSMENT IN HIGHER EDUCATION: AN OVERVIEW FOR THE DEVELOPMENT OF PROFESSIONAL COMPETENCE IN ECONOMICS AND BUSINESS MANAGEMENT

In the last decade, the role of self-assessment in the development of professional competence has been recognised. It has been associated with developing greater student autonomy and, as a consequence, it is a central aspect of the planning and evaluation of student designed learning activities.

We present here an ambitious project to design a map of competences for a whole degree in the Faculty of Economics and Business. Our starting point will be the combination of self-marking polls and self-assessment rubrics into consecutive training years of the degree. If self-marking polls are devoted to have a general picture of the evolution of the students' views through the whole training process, rubrics allows us to go deeper into its nature. We have used the results of a previous project in teaching innovation for the rubrics outcomes. In this latter case rubrics has been applied to specific subjects and disciplines and they refer only to few skills. We add now new quantitative evidence from more general inquiries to the topic of competences, including the whole set of general skills institutionally designed.

We focus on the five general skills of our University: ethical values, learning capabilities and responsibility, team working skills, creative and entrepreneurship, and sustainability. We have designed specific questionnaires to approach each one of these general skills during different stages of the training process in Economics and Business Management. We aim to promote a wider team work on this topic in order to make easier the evaluation of competences for complete degrees.