About this paper:
Appears in: EDULEARN11 Proceedings
Publication year: 2011
Pages: 4648-4650
ISBN: 978-84-615-0441-1
ISSN: 2340-1117
Conference name: 3rd International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2011
Location: Barcelona, Spain
Introduction and objectives
Nowadays, we are involved in an educational changing process, which leads to, among others, a huge change in the teaching/learning paradigm (Del Pozo, 1994). The new European High Education Space has adopted such a new approach, focused on the student rather than on the docent. The docent’s role is more about to define what the learning objectives are, how much workload this will result in and to provide the necessary mechanisms to facilitate the students’ learning. In this new university educational ecosystem the most important thing is that the student learns. This is not an easy task and the docents should think of applying diverse tools to accomplish such a task. In this sense, adequate evaluation procedures are a source of motivation that can lead to improve the students’ attention towards the subject (Rodriguez et al., 2006). Moreover, appropriate and fair evaluation procedures will also result on achieving better results (Gupta, 2004). A good method for properly carrying out this sort of evaluations is thorough the called formative evaluation, which aims to highlight, as soon as they are detected, mistakes about students’ work (Morales, 2007). In this sense, one of the most important objectives is to incorporate effective and timely mechanisms that will provide feedback to student about their work. Then, students could check several control points about their work being then able to correct their mistakes and/or complement it with the docents’ comments.
This work aims to achieve that students get involved in the learning process of the subject called “Design of Productive Systems”, which is taught in the second year of the Degree of Industrial Organization Engineer, through the analysis of multiple situations and the construction of the correspondent solutions. Such a subject has got a strong multidisciplinary character, as the students should prove advanced knowledge on several areas of knowledge.

The developed method can be broken down in the next phases:
• Design of practical problems.
• Identification of areas that will be, very likely, a source of problems for students and that we do not dominate. Contact with other docents who are experts on these areas.
• Design of a system with several points for autonomous evaluation.
• Implement such a system within the University docent platform and provide access to students.

Main achieved results and conslusions
Generally speaking, it is possible to affirm that the results achieved with the application of the present evaluation system have been satisfactory, as the percentage of failed students has dropped to a 15%, improving alongside students’ satisfaction. Many students have affirmed that the fact of getting refreshed past knowledge by the hand of experts in the matter has made them to see them from a different perspective, more applied. This has resulted into being much more convinced about both the utility and applicability of such knowledge.
However, some barriers also came up within both the implementation and application process. Thus, the experts on the different thematic supporting this work offered their work without any compensation. If this sort of evaluation procedure is aimed to be extended and generalised within university ambits, mechanisms that would include some type of reward for these experts should be added.
Multidisciplinary assessment, learning, control points.