Abstract:

EHEA's greatest achievement is the establishment of the European Credit Transfer System encouraging comparison between studies and promoting the mobility of students and graduates across Europe. This system adds to the traditional acquisition of knowledge, the development of skills and competences that also have to be evaluated.

Evaluation of skills and competences are the most controversial item among the educative community. The paradigm change that involves the assessment by competencies rather than knowledge is a difficult assumption for both, faculty members and, in many cases, by the students themselves. The same definition of specific skills in each subject and the relationship with the transversal skills assessed in different subjects comes, in some cases, inconsistencies that even the successive revisions of the curriculum have managed to save. And to what extent are skills and knowledge incompatible concepts?

And, in addition to this intrinsic difficulty that involve the assessment of skill and competences, the problem to work with big groups of students and under a strict academic regulation that determines largely the teaching activities and the system of evaluation, is added.
This work summarizes the evaluable competences set in the teaching guide of six subjects of Industrial Engineering Degree at Burgos University under the framework of the Degree report. Proposed evaluation activities are described and its relationship to evaluable skills is analysed through strategic analysis tools. The deep study has allowed discriminating what skills are actually being evaluated in the subjects studied, what skills are repeated and what are unevaluated although they appear in the teaching guides. From those results a comprehensive review of the educational guides is proposed, clarifying the assessable skills and adapting the assessment activities for fulfilling the teaching objectives.

Keywords:

Skills, competences, assessment, ECTS.