Assessing heterogeneous student bodies using a methodology that encourages the acquisition of skills valued by employers

Abstract

This work compares the results of three assessment systems used in two Spanish universities (the Universidad Politécnica de Madrid and the Universidad Católica de Ávila): the traditional system based on final examinations, continuous assessment with periodic tests and a proposed system (specially designed for heterogeneous student bodies) orientated towards motivating students. This third system involved dividing the syllabus into two different parts: a common core assessed by multiple choice tests, and a specialisation assessed by a literature review, the writing of an article and an oral presentation. The latter skills are highly valued by employers. The proposed system led to a greater pass rate than that achieved by students taking similar courses assessed by the more conventional systems. In addition, the results show that involving students in the assessment process increases their participation in their studies and generates a feeling of satisfaction and justice.

Keywords:

• active learning
• assessment system
• educational innovation
• motivation
• skills valued by employers

Acknowledgements

This work was undertaken by the Grupo de Innovación Educativa en Tecnologías Eléctricas y Automática de la Ingeniería Rural (IE‐TEA), at the Universidad Politécnica de Madrid (Spain).