Development of a method of assessment of the problem-solving competence at the technical University of Madrid.

The competence evaluation promoted by the European High Education Area entails a very important methodological change that requires guiding support to help lecturers carry out this new and complex task. In this regard, the Technical University of Madrid (UPM, by its Spanish acronym) has financed a series of coordinated projects with the objective of developing a model for teaching and evaluating core competences and providing support to lecturers. This paper deals with the problem-solving competence. The first step has been to elaborate a guide for teachers to provide a homogeneous way to asses this competence. This guide considers several levels of acquisition of the competence and provides the rubrics to be applied for each one. The guide has been subsequently validated with several pilot experiences. In this paper we will explain the problem-solving assessment guide for teachers and will show the pilot experiences that has been carried out. We will finally justify the validity of the method to assess the problem-solving competence.

Uncertainty in optical bio-sensors due to the spectral displacement of the interference modes of the transduction signal. Incertidumbre en bio-sensores ópticos asociada al desplazamiento espectral de los modos de interferencia de la señal de transducción

The analysis of the interference modes has an increasing application, especially in the field of optical biosensors. In this type of sensors, the displacement Δν of the interference modes of the transduction signal is observed when a particular biological agent is placed over the biosensor. In order to measure this displacement, the position of a maximum (or a minimum) of the signal must be detected before and after placing the agent over the sensor. A parameter of great importance for this kind of sensors is the period Pν of the signal, which is inversely proportional to the optical thickness h0 of the sensor in the absence of the biological agent. The increase of this period improves the sensitivity of the sensor but it worsens the detection of the maximum. In this paper, authors analyze the propagation of uncertainties in these sensors when using least squares techniques for the detection of the maxima (or minima) of the signal. Techniques described in supplement 2 of the ISO-GUM Guide are used. The result of the analysis allows a metrological educated answer to the question of which is the optimal period Pν of the signal. El análisis del comportamiento de los modos de interferencia tiene una aplicación cada vez más amplia, especialmente en el campo de los biosensores ópticos. En este tipo de sensores se observa el desplazamiento Δν de los modos de interferencia de la señal de transducción al reconocer un de-terminado agente biológico. Para medir ese desplazamiento se debe detectar la posición de un máximo o mínimo de la señal antes y después de dicho desplazamiento. En este tipo de biosensores un parámetro de gran importancia es el periodo Pν de la señal el cual es inversamente proporcional al espesor óptico h0 del sensor en ausencia de agente biológico. El aumento de dicho periodo mejora la sensibilidad del sensor pero parece dificultar la detección del mínimo o máximo. Por tanto, su efecto sobre la incertidumbre del resultado de la medida presenta dos efectos contrapuestos: la mejora de la sensibilidad frente a la dificultad creciente en la detección del mínimo ó máximo. En este trabajo, los autores analizan la propagación de incertidumbres en estos sensores utilizando herramientas de ajuste por MM.CC. para la detección de los mínimos o máximos de la señal y técnicas de propagación de incertidumbres descritas en el suplemento 2 de la Guía ISO-GUM. El resultado del análisis permite dar una respuesta, justificada desde el punto de vista metrológico, de en que condiciones es conveniente o no aumentar el periodo Pν de la señal.

Development of a method of assessment of the problem-solving competency at the Technical University of Madrid

The competence evaluation promoted by the European High Education Area entails a very important methodological change that requires guiding support to help lecturers carry out this new and complex task. In this regard, the Technical University of Madrid (UPM, by its Spanish acronym) has financed a series of coordinated projects with the objective of developing a model for teaching and evaluating core competences and providing support to lecturers. This paper deals with the problem solving competence. The first step has been to elaborate a guide for teachers to provide an homogeneous way to asses this competence. This guide considers several levels of acquisition of the competence and provided the rubrics to be applied for each one. The guide has been subsequently validated with several pilot experiences. In this paper we will explain the problem-solving assessment guide for teachers and will show the pilot experiences that has been carried out. We will finally justify the validity of the method to assess the problem solving competence.

Experimental and numerical assessment of the aeroelastic stability of blade pair packages

The stabilizing effect of grouping rotor blades in pairs has been assessed both, numerically and experimentally. The bending and torsion modes of a low aspect ratio high speed turbine cascade tested in the non-rotating test facility at EPFL (Ecole Polytechnique Fédérale de Lausanne) have been chosen as the case study. The controlled vibration of 20 blades in travelling wave form was performed by means of an electromagnetic excitation system, enabling the adjustement of the vibration amplitude and inter blade phase at a given frequency. Unsteady pressure transducers located along the blade mid-section were used to obtain the modulus and phase of the unsteady pressure caused by the airfoil motion. The stabilizing effect of the torsion mode was clearly observed both in the experiments and the simulations, however the effect of grouping the blades in pairs in the minimum damping at the tested frequency was marginal in the bending mode. A numerical tool was validated using the available experimental data and then used to extend the results at lower and more relevant reduced frequencies. It is shown that the stabilizing effect exists for the bending and torsion modes in the frequency range typical of low-pressure turbines. It is concluded that the stabilizing effect of this configuration is due to the shielding effect of the pressure side of the airfoil that defines the passage of the pair on the suction side of the same passage, since the relative motion between both is null. This effect is observed both in the experiments and simulations.

Overview of international research in generic competence assessment

The competency assessment is a key issue for improving the quality of teaching and learning within the current European Higher Education Area (EHEA). The aim of this paper is to review the current research on assessment of generic competences, especially through online tools. It has conducted a search of the Web of Knowledge (Thomson Reuters) from keywords. It have been reviewed the abstracts and the results have been classified by time periods, countries and research area. It has selected a set of articles of the period 2010?2012, in which we have analyzed future trends. It is concluded that the research of assessment generic competences is been developing nowadays in educational area, although is still more important in the professional one. Additionally, it is surprising that appears most often used in preuniversity education levels. The academic context has increased research activities over the past five years, with different developments in the Anglo?Saxon countries over that those countries attached to the Bologna Process. The latest reports indicate that the learning competences must meet the individual reality of each person, so that the use of ICTs in their development and evaluation are essential given its immediacy and motivational ability. There is a clear trend towards an evaluation model that includes a 360º specific and generic competences analysis.

Competence assessment of final year projects for undergraduate telecommunication students

The value of project-based learning has lead to the inclusion of project development activities in engineering courses, being the Final Year Project (FYP) the most remarkable one. Several approaches have been proposed for assessing and grading FYPs but, among them, rubrics are becoming a standard for such type of assessment. However, due to the different characteristics and orientations of the projects (some are more practically oriented, some more theoretically), and the high amount of different competences to be evaluated (knowledge, working capability, communication skills, etc.), the definition of one unique rubric suitable for the evaluation of all FYPs presented in different degree programs, is a big challenge. In a former work, the educational outcomes expected from the FYP were defined and resulted in a proposal for their assessment. Afterwards, the proposal has been tested during one year within an educational innovation-project at the Universidad Politécnica de Madrid which involved the follow-up of 8 undergraduate telecommunication students elaborating their FYPs. In this publication, our experience will be described, based on the emerging work taking place through the formalisation of the process which consisted in the following steps: i) establishment of a schedule for the whole process (publication of FYPs topics, selection of applying students and their enrolment, assignation of a jury to each FYP, elaboration and follow-up of FYPs, final report submission, oral presentation, etc.); ii) design of rubrics for each of three assessment parts: working process, final report and oral presentation; and iii) follow-up and evaluation of the involved FYPs. Finally, problems that appeared during this experience (e.g. administrative aspects, criticisms and suggestions from the students, tutors and juries involved) are discussed and some modifications in the assessment system will be proposed in order to solve or minimize these problems.