Universidad de Cádiz (SPAIN)
About this paper:
Appears in: INTED2011 Proceedings
Publication year: 2011
Pages: 602-608
ISBN: 978-84-614-7423-3
ISSN: 2340-1079
Conference name: 5th International Technology, Education and Development Conference
Dates: 7-9 March, 2011
Location: Valencia, Spain
In this article we show the participating role that the student plays not only in the learning process, but also in the evaluation process. This work presents an evaluation strategy for the active and collaborative learning in which the student is engaged. The proposed strategy is applied to a subject of fifth course of Computer Science Engineering degree, but in the same way it can be applied to any other subject of degree, master or doctorate.

The evaluation of a subject must be addressed not only to determine whether or not students have certain knowledge, but also if they are able to transmit, interpret, apply, etc. this knowledge.
Future engineers should obtain different competencies involving technical knowledge and personal skills to face the professional world, knowing how to perform the functions that are socially assigned to them.

The proposed assessment is carried out by gathering information from a variety of sources:

- Problem solving.
- Information searching.
- Work accomplishment.
- Oral presentation.

that accurately can reflect how well a student is achieving the curriculum expectations in the course. Not only the final product is evaluated, but also the knowledge, the attitudes and skills acquired during the learning process, and the capacity and attitude for working in groups.

A project-based learning is used, in which the developed product over the course must be presented to the other students. Through the oral presentation students must verbalize their knowledge, select and present samples of the finished work, and organize their thoughts in order to present a summary of learning about a topic. Both, teachers and students evaluate each speech by filling out an evaluation form or rubric.

Certain difficuties have been found, there may be some resistance to active learning by students who are accustomed to lectures and students who prefer passive learning. On the other hand in the self-student assessment, where results can be slanted by the absence of objectivity when a student must assess the work of their own classmates.
An important effort must be addressed to get from the student a critical and disinterested analysis. In this article we describe the methodology we followed, the problems we encountered, and the solutions we applied in order to get the students engaged in the assessment and evaluation process.