Proposals for improving assessment systems in higher education: an approach from the model 'Working with people'
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The European Higher Education Area (EHEA) represents a challenge to university teachers to adapt their evaluation systems, directing them towards continuous assessment. The integration of competence-based learning as an educational benchmark has also led to a perspective more focused on student and with complex learning situations closer to reality; however, its evaluation entails an increase in lecturers’ workload and a continuous demand for students due to the diversity of evaluation tests required to assess each aspect of competences. After a period in which the changes have been introduced and within the framework of educational innovations cross-cutting project named "Analysis of the UPM Degree Programmes Evaluation Procedures and Proposal for Improvements" (EVALÚA)", supported by the Educational Innovation Department, the Universidad Politécnica de Madrid (UPM) considered to analyse the assessment systems and the ways to improve them, at both levels bachelor's and master's degree programmes. The methodology is based on the model "Working with People", which for the first time at the UPM, creates a participatory process with students and lecturers aimed at knowing their opinion and their feelings about the evaluation process and the potential for improvement. Eight focus groups were developed, with 33 students and 39 university teachers in total. The results indicate that the perception of students and lecturers regarding the evaluation systems have many common points, as well as the need to undertake an improvement strategy for integrating actions from all three model dimensions, seeking a balance in joint work among lecturers, university administrators and students
CitacióRíos Carmenado, Ignacio de los [et al.]. Proposals for improving assessment systems in higher education: an approach from the model 'Working with people'. "JOTSE: Journal of Technology and Science Education", Juny 2016, vol. 6, núm. 2, p. 104-120.