Abstract:

Interest in competence-based teaching at university continues growing at a significant pace in the European Higher Education Area. Nowadays, the assessment of generic/specific/transversal competences is considered crucial to support socio-educational demands.

Over the last few years, competence-based learning has demanded the development of new assessment tools, or the adjustment of existing ones, to support active learning-oriented methodologies. As a consequence, intensive work has been done for designing and implementing specific assessment methodologies to measure the achievement degree of different competences.

Unfortunately, we have experienced an exceptional situation brought about by the COVID SARS-19 pandemic, in which we have had to face solitary scenarios where students' lack of presence has defined their academic achievements. In the best-case scenario, due to capacity limitations, small percentage of students has attended the classes in person, thus, establishing a hybrid teaching model. In this paper we will analyse the influence of face-to-face/online teaching on the evaluations obtained by students. For this purpose, we have selected the Materials Science subject taught in the third year of the Bachelor's Degree in Chemical Engineering. In this subject, students are assessed on the transversal competence CT1-Comprehension and Integration, by means of a test carried out after the laboratory lessons. In order for all the students to be assessed on the competence, the lecturers of the subject with the support of ICTs have prepared a series of screencast videos of the different laboratory experiences, so that the students who have not been able to attend in person, due to the limited capacity of the laboratories, can follow the lessons.

The influence of class attendance in the evaluations obtained by the students will be measured at three different levels: laboratory grade, final grade of the course and achievement of the transversal competence: Compression and Integration.

Keywords:

Hybrid teaching, ICTs, Covid-19, face-to-face, remote learning, evaluation.