RT info:eu-repo/semantics/other
T1 PID_22_23_148_Anexo 1. Comunicación Congreso EDULEARN23
A1 Urbano López de Meneses, Beatriz
AB 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 EngineeringDegrees and Masters at the University of Valladolid recommended to insist in the assessment based onthe competences that students must acquire. In doing so, in previous teaching innovation projects, wedeveloped rubrics to align the assessment with the competences that students must acquire, and wehave assessed subject’s practices that allowed students to contact with companies and strengthen thecompetence of critical thinking. However, in both experiences we have observed in AgriculturalEngineering, that when students evaluated their classmates, they did so based on their affinity with theperson 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 thisteaching innovation project was to create an "augmented evaluation e-rubric" and its implementation inDegrees and Masters of Agricultural Engineering at the University of Valladolid. The teaching innovationproject followed a linear methodology. In a first step, the teachers designed a subject practice to assessthe competences that the students must acquire. The practice consisted in the analysis of thecommercial strategy in social media of companies of the Agrarian sector. The three competences toassess were i) the critical thinking, ii) the capacity of summarize and iii) the ability of communicate intechnical 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 thirdstep, 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 ofthe 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 learntnew ways of evaluating considering students´ own criteria. From the methodology point of view, theproject allowed to advance in the competence-based assessment using a varied, diverse and innovativeassessment tool with this augmented e-rubric.
YR 2023
FD 2023
LK https://uvadoc.uva.es/handle/10324/60257
UL https://uvadoc.uva.es/handle/10324/60257
LA spa
NO Departamento de Ingeniería Agrícola y Forestal
DS UVaDOC
RD 17-jul-2024