Abstract:

The Bologna process and the creation of the European Higher Education area (EHEA), introduced several changes in the bachelor’s degree of chemistry at the University of Barcelona (UB). One of these modifications was on the process to survey the knowledge of the students, by the continuous assessment (CA). Now, after 10 years of their implementation in our faculty, a group of teachers of the chemistry degree of the UB have considered that it is time to collect information about the kind of continuous assessment carried out by the teachers of the different courses of the grade and to know their opinion about the benefits or inconveniences of the continuous assessment.

The results that we present in this communication correspond to 53 answers of teachers of the different curricular semesters, to a questionnaire where we asked about different aspects of the CA that can be grouped in three blocks:
a) questions about the number and kind of evidences (test, exercises, works, oral presentation) for the CA, information about the CA provided to the students at the beginning of the course, and attendance of the students to the classes. We also analysed the influence of the CA tests of other subjects to the class attendance;
b) in this block of questions, we analysed the perception of the teachers about the effect of the CA on the student learning and on the final grade of the subject;
c) finally, we wanted to know the opinion and degree of satisfaction of the teachers with the CA that they carry out.

Keywords:

Continuous assessment, chemistry bachelor's degree, teachers opinion.