Abstract:

Having found that students struggle to integrate the knowledges in the study of economic phenomena, interdisciplinary approaches between syllabus of different subjects has been needed to develop in our teaching.

In this sense, a professors team from the University of Extremadura (UEX) has undertaken in Double Degree of Business Administration-Economics, an innovating interdisciplinary teaching that link the contents and competencies of several subjects (Mathematics, Microeconomics, Macroeconomics, Statistics and Sociology) in the process to address solution of economic problems. These interdisciplinary experiences make that learning processes gain in significance and functionality.

This experience is included into a funded teaching innovation project in the program of consolidation of the European Higher Education Area (EHEA) of the UEx. It aims to get the student be aware of their learning and reach optimal training competencies.
In order to potentiate the interdisciplinariety, we have used in our classes a cooperative learning techniques. The evaluation was performed through rubrics in individual way, hetero-assessment, peer assessment, and through groups assessment .

This paper aims to present the impact that the experience has had in students' learning outcomes and their assessment through the establish of an interdisciplinary practice in their learning.

Keywords:

EHEA, rubrics, individual assessment, hetero-assessment, peer assessment, groups assessment.