1 Universidad Miguel Hernandez (SPAIN)
2 Universidad de Valencia (SPAIN)
About this paper:
Appears in: ICERI2012 Proceedings
Publication year: 2012
Pages: 2263-2265
ISBN: 978-84-616-0763-1
ISSN: 2340-1095
Conference name: 5th International Conference of Education, Research and Innovation
Dates: 19-21 November, 2012
Location: Madrid, Spain
It is well known that students today are more worried about marks than to acquire knowledge. Today's society places great importance on the marks and titles achieved although we are aware that a good academic results does not always accompanied by other desirable characteristics in a graduate. In order to obtain evaluation tools that provide realistic information about students knowledge and abilities, many research groups have directed their efforts to develop methods and tools of evaluation objectives and are able to encompass the various aspects of the learning process. [1] Different evaluation tools have been analyzed in detail in order to determine the information that they can provide: objective tests, oral expositions...and so on.

Our teaching team has designed a multi-tool evaluation model to assess the various aspects of learning. The evaluation of the subjects includes a multiple choice questionnaire, several questions of development, several numerical problems, a practical exam and in some cases, an oral presentation. Final mark is obtained from these different exercises. This work aims to analyze if there is a correlation between the marks with different systems of evaluation, in which of these students obtain better marks and what are the preferences of students in terms of evaluation methods.

[1] Guirtz S., Palamidessi M., Formas de evaluar en “El ABC de la tarea docente: curriculum y enseñanza” Ed. Aique, 1998