PID_22_23_148_Anexo 1. Comunicación Congreso EDULEARN23

Abstract

The European Higher Education Area (EHEA) promotes competence-based assessment using varied, diverse and innovative assessment tools. In this sense, the accreditation of the Agricultural Engineering Degrees and Masters at the University of Valladolid recommended to insist in the assessment based on the competences that students must acquire. In doing so, in previous teaching innovation projects, we developed rubrics to align the assessment with the competences that students must acquire, and we have assessed subject’s practices that allowed students to contact with companies and strengthen the competence of critical thinking. However, in both experiences we have observed in Agricultural Engineering, that when students evaluated their classmates, they did so based on their affinity with the person and not their work. For this reason, we believed necessary to advance in the evaluation, augmenting the rubric with a justification of the marks with a qualitative assessment. The aim of this teaching innovation project was to create an "augmented evaluation e-rubric" and its implementation in Degrees and Masters of Agricultural Engineering at the University of Valladolid. The teaching innovation project followed a linear methodology. In a first step, the teachers designed a subject practice to assess the competences that the students must acquire. The practice consisted in the analysis of the commercial strategy in social media of companies of the Agrarian sector. The three competences to assess were i) the critical thinking, ii) the capacity of summarize and iii) the ability of communicate in technical and non-technical forums. In the second step, the teachers created the "augmented e-rubric" that included a text box with the explanation of the evaluation marks, using CoRubrics tool. In the third step, the students presented their analysis to the group and evaluated, using the "augmented e-rubric", by teachers, self-evaluated and co-evaluated by students. Finally, the teachers discussed the results of the teaching-learning process. The results concluded that the students agreed to justify their evaluation. The students adjusted their evaluation to their qualitative assessments. Additionally, the teachers learnt new ways of evaluating considering students´ own criteria. From the methodology point of view, the project allowed to advance in the competence-based assessment using a varied, diverse and innovative assessment tool with this augmented e-rubric.