University of the Basque Country UPV/EHU (SPAIN)
About this paper:
Appears in: EDULEARN09 Proceedings
Publication year: 2009
Pages: 3715-3723
ISBN: 978-84-612-9801-3
ISSN: 2340-1117
Conference name: 1st International Conference on Education and New Learning Technologies
Dates: 6-8 July, 2009
Location: Barcelona ,Spain
The starting point to define new evaluation and assessment models requires first to establish the skills that students have to achieve. Based on these abilities the student must work on some tasks for achieving these abilities, and teachers basically measure the skills acquisition, trough the evaluation of made tasks.
Following previous investigations, in the last years, a group of teachers of Electrical Engineering in the Polytechnic University School of San Sebastian of the University of the Basque Country have been developing some works and actions for improving the learning-teaching process. In this context, in this article a work plan is described, where its main mission has been to study the evaluation procedures, and how it is currently carried out. The steps of the work have been the following: The first step has consisted on the definition of learning outcomes and competences of each subject, and if the sent and made tasks are really effective in the measurement of the assumed abilities. After there, the teachers shared and went on working in a collaborative way to establish the common skills of a group of subjects in the same course. As the result of having reflected on these points, the evaluation procedure can be improved and innovated, and the development of new skills based evaluation strategies can be launched.
The objective of the evaluation must be not only to mark the grade, but a formative mission, that gives a feedback about how the learning-teaching process is being developed, both for the teacher to the student.
innovation, technology, research projects.