About this paper

Appears in:
Pages: 4179-4182
Publication year: 2012
ISBN: 978-84-695-3491-5
ISSN: 2340-1117

Conference name: 4th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2012
Location: Barcelona, Spain


The traditional evaluation system has been shown to have many limitations and it has demonstrated that it is not always representative of the knowledge acquired by students. Moreover, traditional evaluation cannot assess other aspects that are going to be considered when student leaves the University and access to the labor market. The Bologna plan has tried to enhance the acquisition of specific competences for each subject and transversal skills. According to this new approach to the teaching-learning system, the evaluation system must be updated in order to be able to assess all the skills that are worked. Another interesting aspect to be taken into account in the evaluation system reform is to consider evaluation as a formative process and not as a "judgment " of students. The evaluation takes, in this way, a continuous dynamic nature, and it allows, in the same way, to know the evolution of the students.

In this sense, our docent team has proposed the assessment of the optional subject "Pharmacokinetic-Pharmacodynamic Analysis" of the Pharmacy degree as an educational activity that also allows assessing skills of all kinds.
Since the program of the course is eminently practical, experience was to propose to the students a case study to be solved in groups. Then each group presented to the class the characteristics of their case, what steps were followed to its resolution, the results and conclusions. Both the teacher and other students made the questions that considered appropriate. We evaluated a list of items (contents, structure, communicative skills…) and assigned a number of points to each group to be distributed among the components as they consider best. In addition, students were encouraged to express their views on the experience.
author = {Mangas-Sanju{\'{a}}n, V. and Gonz{\'{a}}lez-{\'{A}}lvarez, I. and Gonz{\'{a}}lez-Alvarez, M. and Bermejo, M.},
series = {4th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN12 Proceedings},
isbn = {978-84-695-3491-5},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {2-4 July, 2012},
year = {2012},
pages = {4179-4182}}
AU - V. Mangas-Sanjuán AU - I. González-Álvarez AU - M. González-Alvarez AU - M. Bermejo
SN - 978-84-695-3491-5/2340-1117
PY - 2012
Y1 - 2-4 July, 2012
CI - Barcelona, Spain
JO - 4th International Conference on Education and New Learning Technologies
JA - EDULEARN12 Proceedings
SP - 4179
EP - 4182
ER -
V. Mangas-Sanjuán, I. González-Álvarez, M. González-Alvarez, M. Bermejo (2012) ORAL EXPOSITIONS AS EVALUATION TOOL, EDULEARN12 Proceedings, pp. 4179-4182.