About this paper

Appears in:
Pages: 2885-2888
Publication year: 2011
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

COMPARING TWO EVALUATION METHODS FOR A SUBJECT OF “ENVIRONMENTAL POLLUTION” IN AN INDUSTRIAL ENGINEERING DEGREE

The aim of this work is to compare two different evaluation methods used in the same subject, Environmental Pollution (from the grade in Industrial Engineering), a subject dealing with the main topics concerning this issue: drinking water and wastewater treatment, atmospheric pollution control, municipal and hazardous waste management, polluted soils and environmental management systems such as ISO 14001.

The subject lectured the past academic year 2009-10 included two different evaluation methods and the students had to choose one of them at the beginning of the course.
One of the evaluation methods can be described as a “traditional” one: it consisted of a written final examination concerning the contents lectured throughout the subject.
The other evaluation method consisted of a continuous assessment of the competences acquired by the students throughout the course:
- evaluation tests at the end of each lesson.
- presentations of a topic (related to the subject) with Power Point (or similar) in groups of two or three students, in which not only were scientific contents evaluated but also graphic features and oral skills.
- seminars including debate activities in groups of 5-7 students.
This later method is supposed to be an approach much more related to the new European Higher Education Area guidelines (the Bologna Declaration) than the previous one, as shown in the Recommendation of the European Parliament and of the Council, of 18 December 2006, on key competences for lifelong learning, which includes some key competences such as digital competence, communication skills in the mother tongue, learning to learn (individually or in groups) and basic competences in science and technology.

The success rate was significantly higher for the students who chose the Bologna-adapted evaluation (about 90 %) than for those who chose the “traditional” evaluation (success rate about 60 %).
@InProceedings{RODRIGUEZVIDAL2011COM,
author = {Rodriguez Vidal, F.J. and Marcos Naveira, L.A. and Nu{\~n}ez Recio, L.A.},
title = {COMPARING TWO EVALUATION METHODS FOR A SUBJECT OF “ENVIRONMENTAL POLLUTION” IN AN INDUSTRIAL ENGINEERING DEGREE},
series = {3rd International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN11 Proceedings},
isbn = {978-84-615-0441-1},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2011},
year = {2011},
pages = {2885-2888}}
TY - CONF
AU - F.J. Rodriguez Vidal AU - L.A. Marcos Naveira AU - L.A. Nuñez Recio
TI - COMPARING TWO EVALUATION METHODS FOR A SUBJECT OF “ENVIRONMENTAL POLLUTION” IN AN INDUSTRIAL ENGINEERING DEGREE
SN - 978-84-615-0441-1/2340-1117
PY - 2011
Y1 - 4-6 July, 2011
CI - Barcelona, Spain
JO - 3rd International Conference on Education and New Learning Technologies
JA - EDULEARN11 Proceedings
SP - 2885
EP - 2888
ER -
F.J. Rodriguez Vidal, L.A. Marcos Naveira, L.A. Nuñez Recio (2011) COMPARING TWO EVALUATION METHODS FOR A SUBJECT OF “ENVIRONMENTAL POLLUTION” IN AN INDUSTRIAL ENGINEERING DEGREE, EDULEARN11 Proceedings, pp. 2885-2888.
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