Analysis of assessment tools of engineering degrees

• Autores: Maria Martinez, Noelia Olmedo Torre, Beatriz Amante García, Òscar Farrerons Vidal, Ana Cadenato
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 30, no. Extra 6 (Parte B), 2014, págs. 1689-1696
• Idioma: inglés
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• Resumen

  • This work presents an analysis that has been done about the assessment tools used by the professors of the Universitat Polite ́cnicade Catalunya to assess the generic competencies introduced in the Bachelor’s Degrees in Engineering.In order to realize this study has been elaborated a survey which has been done anonymously to a sample of the most receptiveprofessors with the educational innovation of the own university. In total there were 80 professors who answered the cited survey,of whom the 26% resulted to be members of the evaluation innovation group (https://www.upc.edu/rima/grups/grapa) the ownuniversity, GRAPA. This percentage represents a 47% of the total GRAPA membership, so from the most sensible professors withthe evaluation matter in the university, closely the half has answered.The variables analysis realized using the statistical program SPPS v19 shows that for practically the 49% of the surveyed therubrics are the most utilized tools to assess the generic competencies integrated with the specific ones, and of those the 60% usethem frequently or always. The most evaluated generic competencies have been the teamwork (28%), problem solving (26%),effective oral and written communication (24%) and autonomous learning (13%) all of them very recognized competencies for theengineering profession.Two dimensional crosstabs analysis with SPSS v19 show that there is a significant correlation (Asymp. Sig. 0.001) between thetype of used tool and the assessed competencies. However, any significant correlation has not been found between the type ofassessment tool used and the type of subject, typology of evaluation (formative or summative), feedback frequency given to thestudents or satisfaction degree of the students so none of those variables have influence on the kind of used assessment tool. Inaddition, the results also indicate that there are not significant differences between the GRAPA’s professorship and the remain ofthe surveyed