Assessment of work performed by paired students: a pedagogical experience

“Teamwork” is one of the abilities most valued by employers. In [16] we describe the process of adapting to the ECTS methodologies (for ongoing assessment), a course in computer programming for students in a technical degree (Marine Engineering, UPM) not specifically dedicated to computing. As a further step in this process we have emphasized cooperative learning. For this, the students were paired and the work of each pair was evaluated via surprise tests taken and graded jointly, and constituting a substantial part of the final grade. Here we document this experience, discussing methodological aspects, describing indicators for measuring the impact of these methodologies on the educational experience, and reporting on the students’ opinion of it.

Large-scale assessment of language proficiency: theoretical and pedagogical reflections on the use of multiple-choice tests

The new requirement placed on students in tertiary settings in Spain to demonstrate a B1 or a B2 proficiency level of English, in accordance with the Common European Framework of Reference for Languages (CEFRL), has led most Spanish universities to develop a program of certification or accreditation of the required level. The first part of this paper aims to provide a rationale for the type of test that has been developed at the Universidad Politécnica de Madrid for the accreditation of a B2 level, a multiple choice version, and to describe how it was constructed and validated. Then, in the second part of the paper, the results from its application to 924 students enrolled in different degree courses at a variety of schools and faculties at the university are analyzed based on a final test version item analysis. To conclude, some theoretical as well as practical conclusions about testing grammar that affect the teaching and learning process are drawn. RESUMEN. Las nuevas exigencias sobre niveles de competencia B1 y B2 en inglés según el Marco Común Europeo de Referencia para las Lenguas (MCERL) que se imponen sobre los estudiantes de grado y posgrado han llevado a la mayoría de las universidades españolas a desarrollar programas de acreditación o de certificación de estos niveles. La primera parte de este trabajo trata sobre las razones que fundamentan la elección de un tipo concreto de examen para la acreditación del nivel B2 de lengua inglesa en la Universidad Politécnica de Madrid. Se trata de un test de opción múltiple y en esta parte del trabajo se describe cómo fue diseñado y validado. En la segunda parte, se analizan los resultados de la aplicación del test a gran escala a un total de 924 estudiantes matriculados en varias escuelas y Facultades de la Universidad. Para terminar, se apuntan una serie de conclusiones teóricas y prácticas sobre la evaluación de la gramática y de qué modo influye en los procesos de enseñanza y aprendizaje.

Towards a Learning Object pedagogical quality metric based on the LORI evaluation model

Evaluating and measuring the pedagogical quality of Learning Objects is essential for achieving a successful web-based education. On one hand, teachers need some assurance of quality of the teaching resources before making them part of the curriculum. On the other hand, Learning Object Repositories need to include quality information into the ranking metrics used by the search engines in order to save users time when searching. For these reasons, several models such as LORI (Learning Object Review Instrument) have been proposed to evaluate Learning Object quality from a pedagogical perspective. However, no much effort has been put in defining and evaluating quality metrics based on those models. This paper proposes and evaluates a set of pedagogical quality metrics based on LORI. The work exposed in this paper shows that these metrics can be effectively and reliably used to provide quality-based sorting of search results. Besides, it strongly evidences that the evaluation of Learning Objects from a pedagogical perspective can notably enhance Learning Object search if suitable evaluations models and quality metrics are used. An evaluation of the LORI model is also described. Finally, all the presented metrics are compared and a discussion on their weaknesses and strengths is provided.