AlineaME: ICT grades Competence Development. Aligning teaching/learning methodologies with the Evaluation
- Title: Aligning teaching/learning methodologies with the Evaluation.
- Project type: Studies and Analysis Programme. Grant addressed to project financing for the improvement of higher education quality and university teachers activity in 2009. MICINN (Ministry of Science and Innovation). Government of Spain.
- Project overseer: Davinia Hernández- Leo
- Summary: The goal of this project can be summarized in the study and analysis of “Development of competences in ICT grades (Information and Communication Technologies): aligning competences with teaching/learning methodologies and the evaluation strategies”. This project will gather experts (teachers) in ICT grades and experts in teaching/learning and evaluation methodologies.
- Related publications:
Hernández-Leo, D., Moreno, V., Dodero, J., Pardo, A., Romero-Ternero, M.C., Dimitriadis, Y., Asensio-Pérez, J.I. (2012), Applying recommendations to align competences, methodology and assessment in Telematics, Computing and Electronic Engineering courses. IEEE Revista Iberoamericana de Tecnologías del Aprendizaje, 7(1), 13-20.
Hernández-Leo, D.; Moreno, V.; Dimitriadis, Y.; Asensio J.I. (2010). Towards the Competence-Methodology-Evaluation Alignment in Telematic Engineering Subjects. Teaching Innovation in Telematic Engineering Conference - JITEL 2010. Valladolid, September 30th
Moreno, V.; Hernández-leo, D.; Díaz, A.; Asensio, JI. ; Romero, MC. (2011) Assessment as a key element in competence-based learning: three cases in the engineering area. Congreso Internacional EvalTrends 2011: Evaluar para Aprender en la Universidad, March 9th - 11th, Cádiz
- Recommendations, problems and other considerations about the alignment of competences, methodologies and evaluations. Report result from the meeting of the AlineaME project which took place in Barcelona on January 28th and 29th, 2010.
- Glossary of terms related to the alignment of competence-methodology-evaluation. It is the result of the work carried out by the members of the AlineaME project
- Project report in the Ministry of Education website
Video elaborated with pictures taken in the workgroup meeting celebrated the 28 and 29 of January, 2010 in Barcelona:
Workshop ICED: Aligning Competences, Methodologies and Assessment
The Workshop Aligning Competences, Methodologies and Assessment included in the ICED 2010 Congress program and coordinated by the USQUID-ESUP took place on June 27th.
Twelve participants from different countries (USA, Belgium, Japan, Finland, Denmark, Estonia, etc), one representative of the CQUID and five member of the AlineaME project (two members from the UPF, two other from the University of Valladolid and one last from the University of Seville) attended the Workshop. During this Workshop, there were discussions on issues related to the alignment between Competences*Methodology*Evaluation (not only regarding process but the very concept of this alignment).
Some recommendations from participants are:
- To start drawing up outcomes in terms of actions (related to competences) and identify the skills and knowledge which let us carry out these actions
- To involve teaching staff in the process of proposal of competences, not only more institutional proposals (top-down vs. bottom-up approaches). Competence profiles should vary with time (evolution, an idea where all competences are formulated taking past as basis -past-oriented-, and where we must prepare students for future) and should allow the integration of the agents' creativity (vs. restrictive). In any case, the most important thing is fostering systematic competences ("learning to learn")
- To use tables or arrays to compare outcomes with modules (subjects) and marks, evaluation methods and criteria. Take care since there can be the risk of focusing on formalities too much and ignoring what is really important for students to learn...
- To ask students how many hours they think they need to complete one task (do not ask how much time they have dedicated to a task at the end)
Regarding the evaluation of the workshop by the participants, we must say that, from the results gathered by the tool designed by the USQUID-ESUP, all attendees were really interested (no matter which area/discipline they were working on). Examples shown were taken as positive too.
The organization was well-appreciated; especially the discussion, consideration and debate generated on the importance and processes of alignment both in small and big workgroups.