Abstract:

One of the main objectives pursued by the implantation and adaptation of the Bolonia Process was the need in the European higher education system of new assessment methods to evaluate other student skills than only theoretical concepts. Therefore, all the new degrees had to adapt their student assessment, which was changed drastically. First, the changes affected not only to evaluation but also teaching process. Consequently, theoretical lectures are now combined with small group classes aimed to solve exercises or problems, and more laboratory hours, in order to improve student competence achievement. Moreover, traditional student assessment based only on the traditional exams where students had to write down everything they know about a topic, has been replaced with different kinds of evaluation techniques like guided projects, reports, teamwork, short tests online in an LMS, classroom participation and even attendance to lectures.

For those reasons, due to the fact that the new degrees that follow the Bolonia Process at the University of Jaen have completed their first three courses, we have surveyed the marks obtained by the students in some subjects that belong to the Telematics Engineering Degree. Those marks will be compared with those obtained in the last three courses of the previous degree: Technical Telecommunication Engineering, in order to evaluate the assessment methods in the new system of the European Credit Transfer and Accumulation System (ECTS).

This study has been done only with students that passed the chosen subjects (two compulsory and two optional) which have similar content in both degrees.

Keywords:

Assestment, Bolonia, evaluation.