Good Practices for Assessment of Students’ Competencies in Catalonian Universities

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The European Higher Education Area conducts to a change of the educational paradigm from planning(the currículum design is based on competencias 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 assesment 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 collect the professors opinion from the Catalonian universities about the competency assessment. At the same time we were 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 programm, evaluation instruments, and others).
Bibliography
GERARD, F. M., BIEF (2008). Évaluer des competences. Guide practique. Bruxelles, De Boeck.
LAURIER, M. D. (2005). "Évaluer les competences: pas si simple..." Formation et Profession 11(I): 14-17.
MCDONALD, R,; BOUD, D.; FRANCIS, J.; GONCZI, A. (2000), Nuevas perspectivas sobre la evaluación. Boletín Cinterfor, 149, 41-72.
SCALLON, G. (2004) La evaluation des apprentisages dans une approche par competences. Québec: Ed. Du Renouveau Pédagogique.

Stream: Curriculum and Pedagogy; Student Learning, Learner Experiences, Learner Diversity

Paper: Good Practices for Assessment of Student’sCompetencies in Catalonian Universities

« Facultat de Formació del Professorat » teacher trainer. Interested in curriculum design. Many researches focused in High Education curriculum design and assessments practices. Conductor of an EEES Doctoral Program in Barcelona University.