Abstract:

The current teaching and learning process proposed by the Bologna process, requires a new, varied and continuous assessment, based on learning competences. The evaluation of the learning competences must be aligned with the teaching outcomes and requires the participation of all of those involved in the learning process. The present innovation learning project presents an experience in the use of rubrics to assess learning competences in Agricultural Engineering Higher Education. In a first step the competences to assess were collected and criteria and levels of achievement were assigned.

Three competences were considered,
i) Capacity to analyse and summarise,
ii) Ability to communicate both in technical and non-expert forums,
iii) Critical thinking.

In a second step the digital Rubistar tool was used to create a rubric for the assessment of competences. A rubric matrix of three competences for 3 stages and four levels of achievement (9x4) were obtained. In a third step the rubric was shared with students at the beginning of the semester using the Moodle on-line teaching platform. In a fourth step the teachers and the students completed a digital survey and scored the achievement of competences, at the end of the semester. The survey was carried out using the Jotform digital tool. A focus group compared the marks given by students and teachers.

The results of the innovation learning experience shows:
i) the participation of all the involved the evaluation process,
ii) the alignment of the evaluation with the teaching-learning process,
iii) the students self-monitoring of their learning process contributing to their teaching responsibility,
iv) the students self-evaluation measuring their work quality and possible improvement.

Keywords:

Competences in Agricultural Higher Education, Innovation Teaching project, Rubistar, Jotform, Focus Group.