Abstract:

Currently, industry demands professionals profiles who have acquired in their training not only specific and general skills, but also transversal skills. This means that, learning methodologies and their assessments must ensure that students acquire these competencies. At Florida Universitaria, we work with a collaborative learning methodology based on the planning and design of teaching practices that enhance innovation and creativity by relating and integrating subjects, areas, disciplines, and knowledge. Of course, evaluation cannot be left behind and we make use of a 360-degree feedback where students participate in their own evaluation, thus making them participants in their learning and encouraging critical thinking. Our goal was to have students analyze their learning process, identify the results achieved in each task, self-evaluate their own progress, and to take an in-depth look at their strengths and weaknesses. At the same time, this evaluation allows teachers to identify improvements in the active methodologies used.

In this work, we present how we have implemented the 360-degree feedback in first-year students of Mechanical Engineering and Industrial Electronic and Automatic Engineering, the rubric made, the student assessments, and the results obtained.

Keywords:

Critical thinking, 360-degree Feedback, Active Methodologies, Evaluation, Engineering Teaching.