Students Self-Assessment: Other Way To Assess Competences At Higher Education

At the High Education European Frame (EEES), we propose the necessity to generate a change in assess procedures and not only at the designs or at the methodology proposals to favour the development of the specific and transversal competences of each degree.The objective of this work is to show how the student receives his/her learning process based on basic competences and how it can help him/her in the acquisition of the professional competences.It is, in that way, why we use the self-assessment as a clarifying process which facilitates the educational identity of the didactic intervention. It defines the student situation face to the learning and at the same time it shows the effectiveness the teachers action. Self-assessment can maybe be the best way to evaluate attitudinal contents so it causes self-reflection in the student to try to discover and identify the values which assume and the attitudes that are generated

The Sociogram: The Analysis Of Interpersonal Relationships In Higher Education

The environmental and professional conditions are doing at universitys education an imposition of a teaching-learning process and its assessment. Nowadays, a new function is demanded to the universitys teacher, not just as a facilitator of his/her students learning but also as a group dynamiter, team-works. At High Education, more and more frequently, it begins to get power to the necessity for answering to training apart from providing concepts to its professionals, to contribute with the instrumental and attitudinal resources which qualify them professionally to develop the tasks. According to the new use of didactic and organisational proposals at the High Education, High is essential that departs from concepts such as work through projects, interpersonal relationships, creativity it is placed in points of view of the university teachers quality development. The hole structural change we have fulfilled with the Europeans Space of High Education (EEES) will not mean nothing if people continue doing the same as they used to do before in terms of pedagogic language.What would we like to share in this communication? The main aim of this communication is to present the sociogram as other resource to use at High Education, to analyse competence among university groups, to make team-works distinguishing between relationships established by friendship and by other interests the students have. Furthermore, the pedagogical implications for the teacher not only by the results that they have obtained but also because of the structure and grade of cohesion in the class-group, its dynamic and function as a university group in order to orientate and give us the possibility to act in an individual way with each of the students

Self-Assessment Of The University Teaching Staff Functions

The Higher Education institutions should offer excellence teaching and qualification opportunities for the university teaching staff. La Facultad Integrada de Pernambuco (FACIPE) (the Integrated School of Pernambuco) in Brazil, following the global trend, has been involved in implementing changes to help improve the quality of education in our universities. The aim of this paper is to show how the teachers themselves, the core of this change, perceive their continuing training and how it can help in their upgrade process as a university lecturer. Thus, we use the teaching staff self-assessment as a tool to develop a FACIPE teaching staff profile and a strategy to foster self-reflection to discover and identify the "real" needs for the Comisión Propia de Evaluación (CPA) (The Own Commission of Assessment) to be able to arrange Continuing Education seminars, courses and / or workshops

University Practice As A Key Factor In Increasing The Sensitivity To Educational Inclusion

The present article is based on research carried out in three universities, the University Center South (Cusur, Mexico), Jaen and Cuenca (Spain) on the influence of university practice in the development of sensitivity towards inclusive education in our students the first years of the Diploma in Education, using the subject "pedagogical basis of special education" and the equivalent Cusur and Cuenca. With the idea that the practices of the subject are the ideal time to promote positive attitudes towards inclusive education a questionnaire to collect data prior to the four month long activities focused on the presentation of case studies and program auditions radio "A Light in the Chest" which airs on Ciudad Guzman (Mexico) directed by Professor De Luna and which revolves around the inclusion. When the semester ended he turned to pass the quiz to test variations in sensitivity to educational inclusion or not been able to develop our university students

New times, new ways of teaching and learning: perception of the ehea and pedagogical discussion

It is 2010, the established deadline of the European Higher Education Area (EHEA). The Bologna Process is an unstoppable reality. But we can not admit that this change, simply by being a significant change, must be for good. We can not also disregard the potential positive pedagogical reform the Bologna Process offers to us. Then, what is the reality of the Bologna Process in Spain? What is the perception of students and teachers? Are there differences in their responses regarding the European Credit Transfer System (ECTS)? What are the pedagogical implications of these answers? This paper provides empirical evidences to these questions through the use of two questionnaires prepared ad hoc according to the pedagogical principles derived from the so-called Bologna Declaration

Elementos para analizar la situación de la atención temprana en Castilla-la mancha

Para diseñar una política integral y coherente de actuación, es necesario saber cuales son los problemas que es necesario resolver y cuales son los medios con los que ya se cuenta. El objetivo de nuestro estudio ha sido esclarecer el panorama de Castilla-La Mancha: población susceptible de recibir Atención Temprana los distintos servicios (sociales, educativos y sanitarios) que dirigen su actuación para la población de 0 a 6 años, su disposición y organizaciones que intervienen y coordinación. Este análisis preliminar nos iniciará en un conocimiento lo más exhaustivo posible de la realidad autonómica, en materia de Atención Temprana, con el fin de poder aportar más elementos objetivos que mejoren las realidades autonómicas