Research in Engineering Education Symposium 2011 - rees2009

Universidad Politécnica de Madrid (UPM) Página 939 de 957
Valuation scales in competences development
Regarding the ways of measuring the development reached in a competence in particular,
there are many points of view about which of them are more suitable (Tobón, 2006). Some
institutions have applied a scheme of valuation from a set of criteria or requirements
associated with every numerical value that might be obtained in every case. Basically, this
includes a clear and explicit definition about what requirements must be fulfilled for every
numerical associate value.
This scale of valuation will be the used along the whole subject, and the lecturer must put
the level of achievement that is supposed to be reached by the student for that subject. As
an example, the following tables show the different levels of achievement in the
development that can be reached in every single generic competence, within the different
subjects of the degree.
Table 2: Example of criteria definition and valuation scale for the competence GC-4 and the subject
‘Software Engineering’
Results
Once the competences were outlined, every lecturer determined the subject objectives and
related them to both generic and specific competences. They established the different
levels of achievement taking into account the importance and the deal of development
during the course. The present study deals only with generic ones. The survey has been
fulfilled by all the academic staff belonging to the degree of Computing Engineering.
Lecturers have established the level of achievement for those competences to be
developed in every single subject. Nearly thirty lecturers have participated in the survey.
Proceedings of Research in Engineering Education Symposium 2011
Madrid, 4 th - 7 th October 2011