Universitat Politècnica de València (SPAIN)
About this paper:
Appears in: EDULEARN16 Proceedings
Publication year: 2016
Pages: 2005-2008
ISBN: 978-84-608-8860-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2016.1395
Conference name: 8th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2016
Location: Barcelona, Spain
GRIPAU, an eight years old educational innovation group, is formed by teachers from different knowledge areas from the Universitat Politècnica de Valencia (UPV). Its main aim is the integral formation of the students from a multidisciplinary perspective. During the academic year 2015-2016, the UPV has launched an institutional project to standardize the evaluation of transversal skills (CT): CT01. Understanding and integration, CT02. Application and practical thinking, CT03. Analysis and problem solving, CT04. Innovation, creativity and entrepreneurship, CT05. Design and project CT06. Teamwork and leadership, CT07. Ethical, environmental and professional liability CT08. Effective communication, CT09. Critical thinking, CT10. Planning and time management, CT11. Lifelong learning, CT12. Knowledge of contemporary issues and CT13. Specific instruments. This task was carried out through various working groups supervised from the Institute of Educational Sciences (ICE) of the UPV. The working groups are open and are made up of university professors with concerns and related to some of these competencies interests, either because the work in their subjects or having special interest in developing it. GRIPAU group members have been involved in all groups, covering the 13 developed skills. This strategy has allowed contact with other members of the university community in the development of rubrics to do the assessment for each Transversal Competence. Furthermore, GRIPAU members have shared impressions and are in a position to get an overall overview of the evaluation process of skills. The analysis of this vision has allowed us to study the systematization of the evaluation and its implementation in each knowledge area. In addition to studying how can influence students and teachers this new institutional framework from the perspective of background group knowledge in this issue.
Transversal skills, certification, institutional policy, lifelong learning.