PROGRAMMING AND EVALUATION COMPETENCES IN A BASIC COURSE

Summary
We are currently immersed in adapting university studies to the new models proposed by the EEES. These models oblige us to incorporate new ideas for programming the subjects that compose future degree programmes. In general these models should consider aspects such as lifelong learning and the professionalization of studies which require us to modify learning strategies, search for new formulas, new learning materials and new ways to help our students. All of this clearly influence the work of teachers who must constantly revise their focus and performance (Zabalza, 2002). Significant changes are taking place in the university, with traditional models based on teaching evolving towards new models based on the accreditation of learning and on knowledge previously attained (Rué, 2005).

In the School of Agriculture and Forestry Engineering (ETSIA – UCLM) where this project is being carried out, the new programmes for the Degree have recently been approved by the University and are pending approval by the ANECA, and will go into effect for the coming academic year 2010/11. The preparation of the Memory for the new degrees required the definition of general competences (G) for each degree. With these general competences in mind, the specific competences for each subject have been elaborated for the different modules.

This task has involved the participation of both the different Commissions that have drawn up the Study Programmes and the Departments involved. In this case, participation has been centred in the GD1-ETSIA, which groups together all the professors and subjects in the first year of studies in the ETSIA (UCLM). This group of teachers, created in 2005, has participated in innovation projects offered by the UCLM, with the last of these Projects for Teaching Innovation being designed to situate us at the threshold of the new Study Programmes. We believe that the environment in which this project is being carried out is ideal for proposals which entail maximum coordination of programmed subjects within the ECTS system and EEES guidelines.

The concept referred to as “competence” can be found in the Framework Document for the Integration of the Spanish University System in the European Space for Higher Education (MEC,2003). Although its definition is complex, the document basically deals with the integration and movilization of capacities, abilities and knowledge for efficient use in situations held in common. (Lassnier, 2000).

Among the many proposals made by the GDI, this work in particular reflects the adaptation of a basic annual subject to a programming model improved over previous years when only general and specific objectives were contemplated, usually referring to the mere acquisition of knowledge. The definition of competences should result in the appropriate programming of student activities and above all, to the choice of an evaluation system that allows us to precisely evaluate consolidated improvements.