Abstract:

The accreditation process in which the Spanish University is currently involved and the needs of the labour market suggest that graduates have new assessments in their curriculum which, together with the former conventional marking system of the subjects studied during the academic years, should now include further specification of acquired competencies as defined within standard scales. Lecturers and subject leaders must therefore not only explore and practice new ways of teaching and learning to perform such evaluations but they should also develop different methodologies for assessing these skills.

In this context, this paper aims to present a specific assessment procedure for the six-credit subject Mathematical Methods, according to the ECTS (European Credits Transfer System), taught in the Geomatics and Topography Degree at the Polytechnic University of Valencia. This subject is structured into four distinct thematic blocks, which are not always easy to assimilate by students as they present new challenges for teachers as well. In addition, students are expected to acquire specific sets of competencies such as analysis and problem solving, together with teamwork and leadership that are also common to other related subjects.

An important part of this subject demands the use of processes for structured reasoning, which entail defining the problem, describing its most important aspects, using the most appropriate learning method for solving the proposed problem, and providing a coherent analysis of the obtained solution. Such processes will be explained during the master class teaching format, as well as with the aid of both alternative and complementary techniques such as the viewing of videos accompanied by group discussions and teachers’ informed commentaries, student individual, peer-to-peer or small-group participation, etc. Thus, besides the summative evaluation of learning, evaluation for learning will encourage students not only to obtain the right solution for every problem but also to acquire the competencies of analysis and problem solving together with the transversal competencies of teamwork and leadership on the occasions where the problems are addressed through students’ cooperative work.

The acquisition of that multidisciplinary learning can be integrated within a specific project, which may also involve elements taught in other subjects [1]. In addition to the above, other important skills will be also activated and enhanced such as those relating to the representation of the terrain and of two- and three-dimensional objects in addition to the ability to apply numerical methods and algorithms to solve engineering problems.

Finally, it is important to recall that to respond to the need for international recognition and accreditation of higher learning, the evaluation committees need evidence of all the above and this, in its turn, demands new and rather extensive and committed work from all the teaching agents involved.

References:
[1] J.V. Sánchez, A. Balaguer, E. Checa, J. Marín, M. Ferri, J.M. Bravo. Multidisciplinary practices for first engineering level: obtaining the gravitational acceleration experimentally. Proceedings of EDULEARN15 conference, pp. 656-664, 2015, Barcelona, Spain.

Keywords:

Competencies, Teaching-Learning Methodology, inverted/flipped classroom, labour market.