A. Boza, L. Cuenca, M. Fernandez-Diego, L. Ruíz

Universitat Politècnica de València (SPAIN)
The student's skills to innovate, be creative and be entrepreneur are, in most cases, unknown to the teacher when he/she begins his/her teaching activity with a new group of students. In general, the initial level of a student in non-transversal competences can be known by the structure of the curricula previously studied. However, for transversal competences, this starting level is not easy to identify.

The proposal for the identification of the initial level of the students, as well as the difficulties and criteria followed for their development is presented here. The purpose is not to have a learning tool for the student, but rather as a tool for measuring the initial level of the student's competence.

The first difficulty is the complexity of the competence by including related elements that can be addressed independently or jointly. The deployment of the activity in the classroom also determines the design of the activity. Thus, we have considered:
1. Early identification. From a the temporary point of view, the activity must be carried out in the first sessions of the subject. Thus, the teacher can react and act according to the results.
2. Duration of activity. The activity must not eliminate contents in the subject. Thus, the duration of the activity must be brief to modify minimally the planned teaching.
3. Identification of the students. From an individual or group perspective, the activity must be done individually. In this way, it is possible to know the results individually to be able to offer personalized proposals for each student.

Thus, the final design of the proposal carries out the evaluation based on different tests / activities for each component of the competence:
A. Creativity: The Torrance Test (1974) is widely used to evaluate creativity. Specifically, the task of circles and the divergent production of verbal type have been included to identify originality, elaboration, fluency and flexibility of ideas.
B. Innovation: The "General Innovation Skills Aptitude Test 2.0" (GISAT, 2013). The four pillars on which this test is based (Idea Generating Skills, Risk-Taking Skills, Relationship-Building Skills and Skills to transform ideas into products, processes or services) have been considered.

The test includes a double analysis:
1) Students have to evaluate the skills that a professional in their field must have and,
2) Students have to evaluate their own current skills. The designed test evaluates 16 aspects (8 regarding the profession and 8 about themselves).

C. Entrepreneurship: "Test to assess entrepreneurial capacity" (s.f). The test evaluates different elements of the entrepreneurial profile using 40 multiple choice questions. In this case, 10 questions that have been considered relevant to evaluate the level have been selected.

Thus, the activity / test designed meets the initial requirements:
i) Early identification. It does not require prior preparation.
ii) Duration of the activity: It has a duration of less than 10 minutes so as not to overload.
iii) Identification of the students: It is done individually to know the concrete level of each student.
A sheet with circles (for the Creativity part) and a form in Google Forms for the rest of the test have been used in the classroom.

This research has been carried out under the project of innovation and educational improvement (PIME 2017-18 Ref. A10) funded by XXXX