|Published online: October 18, 2016||$US5.00|
The first promotions of university graduates within the framework of the European Higher Education Area provide an opportunity to study how the shift towards competency-based designs has been produced, and, in particular, what type of evaluation activities have been the most used and their impact on students’ learning. This article presents a study undertaken with 165 faculty members and seventeen academic leaders belonging to seven Spanish public universities and four different degrees in order to find points of agreement and disagreement with regard to competency-evaluation. The results show that there is a consensus between the faculty members and academic leaders regarding the evaluation with respect to the most appropriate methodologies and concerning the importance of continuous evaluation. There is also agreement with respect to the obstacles identified: the necessity for cultural change and teacher training, particularly with regard to evaluation, and, finally, the lack of involvement of the stakeholders.
|Keywords:||Competencies, Higher Education, Assessment, Faculty, Academic Leaders|
The International Journal of Educational Organization and Leadership, Volume 23, Issue 4, December 2016, pp.25-41. Article: Print (Spiral Bound). Published online: October 18, 2016 (Article: Electronic (PDF File; 508.052KB)).
Lecturer, Department of Pedagogy, Universitat Rovira i Virgili, Tarragona, Spain
Lecturer, Department of Applied Pedagogy, Universitat Autonoma de Barcelona, Barcelona, Catalunya, Spain
Lecturer, Department of Teaching and Educational Organization, Barcelona, Spain
Junior Researcher, Department of Teaching and Educational Organization, University of Barcelona, Barcelona, Catalonia, Spain