Abstract:

Despite the changes produced by the Bologna Process introducing the assignment of a group of competences and learning outcomes to every subject syllabus of a given curriculum, it is still often nowadays, in IT engineering studies, the evaluation of the practical contents with only a numerical mark assigned to the practical units developed by the students, without a clear correspondence between these tasks and the achievement of the expected competences and learning outcomes of the subject. In this work, this circumstance has been addressed with the inclusion of evaluation rubrics for the practical content of six subjects belonging to Telematics Engineering and Telecommunication Technologies Engineering degrees of the University of Jaén (Spain). An evaluation rubric has been designed for every subject, covering the learning outcomes assigned to the subject by its syllabus, since the intention of every learning result is to measure the achievement of one or several competences. By this way, every learning outcome in the rubric is assigned with a weight over the practical content marks, and the procedure for their evaluation is known by the students at the beginning of every practical unit. At the end of the semester, the students have been requested to answer a set of questions related with their preferences and perception along the teaching period. Results show some perceived advantages by the students using these evaluation rubrics.

Keywords:

Evaluation rubrics, learning outcomes, competences, practical units.