Abstract:

The implantation of European Higher Education Area (EHEA) has triggered a review on traditional teaching and methods. The Escuela de Ingenieros de Caminos, Canales y Puertos (Technical University of Madrid) has developed since early XIX century an intense and deep teaching in the field of Land Morphology and Engineering, forming leading professionals in the national and international scenes. Since 2011, traditional 6 years career has been adapted to new schemes in two consecutive modules: Civil Engineering Bachelor Degree (4 courses) and M.Sc. in Civil Engineering (2 courses). However, traditional Topography, Geodesy and Astronomy subject has been taught two extra courses simultaneously with new Topography and Cartography subject. Traditional subject evaluation was based on final evaluation scheme, with and intermediate test. New evaluation procedures are continuous, and moreover, integrated, as former practical evaluation is now embedded into the course.

This work presents the analysis of the impact of integrated continuous evaluation, adopted since 2011, on academic performance and success criteria. For this purpose, intermediate and final qualifications have been compared between three cohorts of students of the former Topography, Geodesy and Astronomy subject and three cohorts of new Topography and Cartography subject.

Results show that academic performance increased with integrated continuous evaluation, resulting in better qualifications and success ratios. Transversal skills were also improved, such as group work, reporting and personal commitment. These results were based on a more intensive work by students and teaching staff.

Keywords:

Continuous evaluation, academic success, geomatics, civil engineering, EHEA.