Abstract:

The role of skills in higher education and their corresponding accreditation are becoming increasingly important in the context of the knowledge society and lifelong learning strategies and policies. It begins with a first definition of the notion of skill, distinguishing between transversal or generic competencies and specific skills. The hypothesis held in this paper is that the transversal competences can be achieved and accredited whenever conditions of possibility are created for this. The obligation to assess is a reflection of what has been called the evaluating state and the emphasis on accountability, which emphasizes accountability and results, without paying attention to the processes. Faced with this tendency, the authors argue for the need to promote institutional measures and favorable learning environments so that the students' abilities have their best development and a recognition not only formal, but substantive, in academic terms and in the labour market.

The transversal competences project launched at the Polytechnic University of Valencia (UPV) [http://www.upv.es/contenidos/COMPTRAN/] has as its main objective to accredit these competences to the students graduated in its official degree programs. The present work focuses on establishing a strategy for the evaluation of transversal competences to accredit their acquisition in three subjects in the area of mathematics in a first degree course.

The strategies used for the teaching of competences are those based on collaborative learning and through the study of cases. The above is based on teamwork, which helps to develop several transversal skills at the same time. In addition, this method forces to question, to recognize the relevant knowledge, and to reorganize these skills, which abound in the analysis and resolution of problems in general, being this another important transversal skill.

This paper describes the experience carried out in the subjects of Algebra, Calculus and Mathematical Methods, analyzing the results obtained from a qualitative and also quantitative point of view, carrying out the evaluation by means of global and analytical rubrics. It also analyzes how far the preparation of these tasks has helped to create necessary study habits in students, to promote effective cooperation between them and to obtain better academic results. We also analyze what other social and educational factors would be necessary to achieve the proposed objectives.

References:
[1] A. Balaguer-Beser, E. Checa-Martínez, J. Marín-Molina, J.V. Sánchez-Pérez, M. Ferri, J.M. Bravo (2016). Learning experience acquired competencies through mathematical methods teaching, Proceedings of EDULEARN16 conference, pp. 8576-8585, Barcelona and, Spain.

Keywords:

Transversal Competences, Teaching-Learning Methodology, Meaningful Learning, inverted/flipped classroom, Labour Market.