V. Negro Valdecantos, J.M. del Campo, J.S. López Gutiérrez

Universidad Politécnica de Madrid (SPAIN)
With the introduction of the European Space of Higher Education and the development of the Bologna method's in learning at certain technological subjects, a pilot assessment procedure was launched in the "older plans" to observe, monitor and analyze the acquiring knowledge of senior students in various academic courses.

We question culture and knowledge, and try to answer: Will students accommodate to get a lower score on tests because they know they have a lot of tooltips to achieve their objectives? Are their skills lower for these reason?.

We have measured and carried out tests in civil engineering students' knowledge at technology subjects, comparing historical data and different training methods with the classical term tests and final examination vs. continuous evaluation.

An analisis including term tests, from 1999 – 2000 and its comparison with the results of experimental tests that took place from 2007 to 2010, the last courses allowed students to prepare notes of the subject and its complement; write a research paper of some of the course contents; assist to technical visits organized within the department; etc.

The initial observation of the statistics responds to the fact that the average practically matches between students who were studying these subjects at the beginning of the century compared with today.

The debate should be opened on the education system we are implementing, and will require a prompt review by the lack of thinking ability and knowledge in basic science subjects and specific technology.