The alignment between competences, teachinglearning
methodologies, and assessment is a key element of European
higher education. This paper presents the efforts carried
out by six telematics, computer science and electronic engineering
education teachers toward achieving this alignment in their
subjects. In a joint work with pedagogues, a set of recommended
actions are identified. A selection of these actions are applied and
evaluated in the six subjects. The cross analysis of the results
indicates that the actions allow students to better understand
the methodologies and assessments planned for the subjects,
facilitate (self-) regulation, and increase students’ involvement
in the subjects
