REVIEW OF EVALUATION SYSTEMS IN INDUSTRIAL ENGINEERING SUBJECTS BY MEANS OF STRATEGIC ANALYSIS TOOLS IN BURGOS UNIVERSITY
Evaluation of skills and competences are the most controversial item among the educative community. The change of paradigm that involves the assessment by competencies rather than knowledge is a difficult assumption for both, the faculty members and, in many cases, by the students themselves. The same definition of specific skills in each subject and the relationship with the transversal skills assessed in different subjects comes, in some cases, inconsistencies that even the successive revisions of the curriculum have managed to save. And to what extent skills and knowledge are incompatible concepts?
Different evaluation methods have been suggested to assign a numerical rating to the skills acquired by the student throughout their learning process. A final examination is widely accepted but the range of proposals extends from the elimination of final test using a process of continuous assessment to different degrees and variations of control tests on knowledge and skills.
Under the mandatory change of teaching methodology, towards a more proactive and focused on students work methodology, the positions of teachers are influenced by different factors as the type of studies and courses, number of students to evaluate, teaching approach or personal vision. Nor it is foreign to this situation the percentages of success and failure set in degrees, and how their achievement targets, whether as a horizon to reach or an unavoidable obligation.
In this work six assessment methods used by six teachers in different subjects and degrees of Industrial Engineering have been analyzed. The subjects analyzed ranging from core subjects to common and the specific ones to the degree of Industrial Engineering. Results in different subjects by the same group of students as well as results in different degrees with the same teacher and subject are compared. The study involves the results of eight different subjects, three degrees and four courses. The analysis is performed quantitatively and qualitatively using statistical tools and strategic analysis tools.