University of Alicante (SPAIN)
About this paper:
Appears in: EDULEARN10 Proceedings
Publication year: 2010
Pages: 4067-4071
ISBN: 978-84-613-9386-2
ISSN: 2340-1117
Conference name: 2nd International Conference on Education and New Learning Technologies
Dates: 5-7 July, 2010
Location: Barcelona, Spain
Spanish university is undergoing a profound change in the new framework that involves the European Higher Education Area. The European convergence process involves a major change in the teaching methodologies, which must rely on a new concept of education based on learning and centred in the student. This resulted in a reconsideration of the assessment.

The term assessment is commonly associated with the evaluation of the degree of learning achieved by students. The traditional method of assessment using one or more tests is focused on the final stage of learning. The European convergence process in higher education that started with the Bologna Declaration (1999) has caused several changes in both, in the approach to the teaching-learning methodology and in the assessment process. Opposite to the assessment of the knowledge, typical in the traditional educational model, the new systems emphasize the assessment of the learning. So that, other strategies that enable an assessment based on competences, capabilities and activities that lead to student progress must be incorporated to the assessment of the knowledge.

This paper describes some activities used as a tool for continuous evaluation of the subject Mathematics in the University School of Optics at the University of Alicante, in this new educational context and coherently with the competences described in the Teaching Guide of the subject.

*This work has been funded by the Groups of Technological & Educational Innovation of the University of Alicante, reference number GITE-09018-UA.
EHEA, Assessment, Competences.