Good Practices for Assessment of Student’sCompetencies in Catalonian Universities

By Teresa Lleixà, Elena Cano and Jaume Fabregat.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

The European Higher Education Area conducts to a change of the educational paradigm from planning (the curriculum design is based on competencies profiles) to methodological aspects (student- based learning). The students should be prepared to make meaningful and autonomous learning which enable it to solve problems throughout life. This model can fail if it does not change an essential element: the assessment practices. The competency evaluation must be a collective challenge. There are proposals designed in order to integrate the real knowledge of different subjects and different types (conceptual, procedural, attitudinal) and allow the application of that knowledge in different contexts.
In order to change the assessment practices, the research group has investigated the theoretical framework of competency assessment (McDonald et al., 2000; Scallon, 2004; Laurier, 2005; Gerard and Bief, 2008). Through 1000 questionnaire, we collected the professors’ opinion from the Catalonian universities about the competency assessment. At the same time we selected the best assessment practices in order to understand deeply the students evaluation practices. The methodological approach is based on: in-depth interviews, questionnaires for the students, and documental analysis (study program, evaluation instruments, and others).

Keywords: Assessment, Student’s Competencies, Higher Education

The International Journal of Learning, Volume 16, Issue 3, pp.127-136. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.243MB).

Dr. Teresa Lleixà

Dept. Didàctica de l'Expressió Musica i Corporal, Universitat de Barcelona, Barcelona, Spain

University teacher. Department Didàctica de l’Expressió Musical i Corporal. Barcelona University. Facultat de Formació del Professorat teacher trainer. Many researches focused in High Education curriculum design and assessment practices. Conductor of an EEES Doctoral program in Barcelona University.

Dr Elena Cano

Dept. Didàctica i Organització Educativa, Universitat de Barcelona, Barcelona, Spain

University teacher. Department of Didactics and Educational Organization. Barcelona University. Specialist in learning assessment, institutional evaluation and educational quality. Head of research project SEJ2007- 65786/EDUC (Competences’s assessment of university students before the challenge of the EHEA: description of the current stage and analysis of good practices for transfering it to different environments).

Dr. Jaume Fabregat

Universitat Politécnica de Catalunya, Barcelona, Spain

Jaume Fabregat, Ph. D. Industrial Engineer, has been head of department. Director of Master in Pedagogic Qualification of the Teaching Staff, he has been professor of postdegree in universities of Costa Rica, Venezuela, Bolivia, Peru and Uruguay. At present he directs the Unit UPC ENDESA .RED of Human Values in Engineering and is the Scientific Secretary of the “International Conferences on Ethics and Human Values in Engineering”.

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