Abstract:

Evaluation systems constitute the last link in the planning and execution of the teaching-learning process. Within the framework of the European Higher Education Area (EHEA), evaluation systems take on special prominence, as the main element that guides and motivates student learning, as well as teaching itself. However, it is not enough to apply a single evaluation system, therefore, summative and final evaluation activities must be carried out, in addition to formative and continuous evaluation activities.

In this sense, we aimed to implement a new instrument that complements the continuous evaluation process of the Ocular Physiology subject included in the Degree in Optics and Optometry. This tool will be based on the use of the incomplete text question technique, applied frequently throughout the subject. Finally, its impact on the teaching-learning process of the subject will be evaluated, seeking to improve the efficiency of this process, as well as the academic results/grades of the students themselves, and, therefore, the acquisition of the competencies marked in this degree.

This evaluation instrument is valid for formative evaluation, if it is used as a complementary source of information and not the only one, as it is in our case, and is understood to analyze and evaluate other aspects of the student's work. In general, it is considered especially indicated to evaluate the capabilities of:
1) Remembering relevant content already worked on;
2) Associate or establish coherent relationships between nearby contents;
3) Express opinions or value judgments on basic issues of the subjects discussed; and
4) Exercise attention, observation, memory, curiosity, and reflective analysis, among others.

Thus, in this project, a new strategy for continuous evaluation of students has been designed, developed, and implemented. Furthermore, specific satisfaction questionnaires have been designed and completed anonymously by the participants (students and professors).

In general, students consider the continuous evaluation as a good tool to facilitate the acquisition of the skills of the Degree in Optics and Optometry, being the first time, they took incomplete text tests and valuing the experience positively. Furthermore, students consider it appropriate to maintain this type of continuous evaluation in the following academic years, since it favors the teaching-learning process. Objectively, they have improved their academic grades compared to previous courses. This experience has been very satisfactory for the students involved and the response rate to the questionnaires was close to 80% of the participants. In addition, teachers reported greater student motivation and interaction during teaching activities, demonstrating the usefulness of this new tool.

In conclusion, the implementation of the newly designed continuous evaluation tool has been satisfactory both for the students and teachers. In addition, it has allowed students to maintain their attention and motivation and, in this way, correctly assimilate the learning tools and resources in an undergraduate subject. Therefore, it could be extrapolated to other subjects within the same area of knowledge. For all these reasons, in the next academic years, this continuous evaluation tool will be implemented definitively, as a teaching evaluation instrument for our subject Ocular Physiology.

Keywords:

Undergraduate, Continuous Evaluation, Teaching Tools, Optics and Optometry.