Abstract:

Within the current European Convergence Process and the development of the new University Degrees, there is a compromise to adapt English Studies (before English Philology) curricula to the current needs of students in a highly competitive society. Starting from two previous works on the adaptation of literary subjects (“Origins of Theatre USA” and “Short Story USA”), we now suggest a possible strategy to evaluate the students' learning results that we propose in our Teaching Guides as well as the design and implementation of objectives and competences: social abilities, technical skills, and specific knowledge. Specifically, in this work we will deal with the results of two student surveys: one to evaluate students' group/team work consisting previous oral presentation on their written work; the other will be addressed to students' perspectives about the characteristics of the workload assigned to them in the initial design of the course curriculum. In this way, we teachers learn not only how students evaluate other classmates' work, but we can also listen to their current first-hand opinion about our [teachers'] tentative course designs for the new university degrees.

Keywords:

european convergence process, new english studies, literary courses, evaluation.