Adjustment and evaluation of the competences in the European Higher Education Area
Abstract
En el marco del Espacio Europeo de Educación Superior (EHEA) es necesario diseñar un currículo basado en competencias. En el caso de España la Educación Superior está cambiando hacia el sistema europeo de transferencia de créditos ECTS. Esto supone una nueva adaptación de la metodología y evaluación de la educación y prácticas educativas. El Doble Grado de Trabajo Social y Educación Social de la universidad Pablo de Olavide, Sevilla (España), está adaptando su currículo al sistema de créditos ECTS. Para evaluar la adquisición de competencias de los estudiantes, diseñamos un cuestionario de autoevaluación de las competencias. El coeficiente alpha de Cronbach indicó una alta fiabilidad y consistencia interna del instrumento. El análisis de componentes principales de rotación varimax mostró tres factores que se corresponden con las competencias definidas en el cuestionario: cognitivas, instrumentales y actitudinales. La autoevaluación de competencias conseguidas por los estudiantes se correspondió adecuadamente con los objetivos perseguidos en la asignatura. Los resultados pueden ser un indicador de la viabilidad del uso del currículo basado en competencias en el Espacio Europeo de Educación Superior EHEA.
In the framework of the European Higher Education Area (EHEA) is necessary to design a competency-based curriculum. In the case ofSpainthe Higher Education is changing toward the European Credit Transfer System (ECTS). This supposes a new approach in the methodology and evaluation of the education and learning practices. The joint degree of Social Work and Social Education at the University Pablo de Olavide,Seville(Spain), is adjusting the curriculum to the ECTS. To evaluate the achievement of students’ competences, we have elaborated a self-questionnaire of competences’ evaluation. The coefficient alpha of Cronbach values indicated a high reliability and internal consistency. The principal components analysis with varimax rotation showed three factors that corresponded with the competences defined in the questionnaire: cognitive, instrumental and attitudinal and could be denominated as the self-evaluation profit of the competences by the students. The results can be an indicator of the viability of the use of competency-based curriculum in the EHEA.
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