Abstract:

The process of educational assessment is a complex and dynamic concept that has evolved, adopting various theoretical, ideological, and methodological approaches. Currently, evaluation plays a central role in the educational process, not only regulating the quality of learning but also assessing the overall quality of university teaching. It is possible to argue that evaluative activities are, in essence, educational activities.

This approach to assessment leads us to adopt a student-centered model, which requires a revision of curricula and methodologies to meet new demands in the evaluation of learning outcomes. Competency-based education, for instance, entails substantial changes in both the pedagogical model and educational planning, which also impacts the way learning is assessed.

Evaluation should help students develop their skills and improve their learning, rather than merely controlling and grading it. In this way, students receive feedback on their progress and are guided to self-correct, allowing them to advance appropriately. Thus, assessment is integrated into the entire teaching-learning process: from the beginning, through the process, and until the end.

In formative assessment, the main objective is to determine the degree of learning acquisition to guide and prevent both teachers and students from errors or incomplete learning. This evaluation provides feedback to students, informing them of their strengths, weaknesses, and areas for improvement so that they can adjust their future actions. In turn, feedback is also valuable for the teacher, as it allows them to analyze the results at a group level and identify points of difficulty in both content and the mental processes involved.

An effective tool in this context is the "one-minute question," a brief and concise reflection used in educational settings to capture students' immediate thoughts, questions, or comments on a given topic. This type of evaluation promotes active and critical learning and allows teachers to assess understanding and identify areas needing further clarification, while also fostering student engagement and knowledge retention.

This communication presents the implementation of the "one-minute question" technique in the subjects related to fluid mechanics in the Engineering Degree at the Higher Polytechnic School of Alcoy. It was carried out by professors from the Department of Hydraulic and Environmental Engineering. They used the PoliformaT platform from the Polytechnic University of Valencia to develop a continuous learning system linked to the specific competencies of the subjects. This process allows students to record the most important concepts learned in class and to connect the content with practical applications through various examples, providing feedback on their knowledge.

The paper also presents the results regarding grades compared to final grades, as well as an analysis of student opinions based on the surveys conducted. Additionally, the performance rate of the different groups will be analyzed before and after the methodology's implementation, to conclude its effectiveness.

Keywords:

Fluid mechanics, one-minute question, active methodologies.