Abstract:

This paper presents the main results of measuring whether and to what extent the transversal competence called “Analysis and problem solving” has been achieved in a Higher Education Master Degree course being taught at the Universitat Politècnica de València in Valencia, Spain. This course is named “Performance Management System” and counted with 27 students during the academic year 2015-2016. Such a university has encouraged in the last years the development of different innovative educational projects in order to improve the quality of teaching. Additionally, these educational projects focus on specific transversal competences to be improved. The evaluation of the acquisition of the competence under study in this paper was made under a group approach. In order to evaluate the acquisition of such a competence from the different groups formed, some performance indicators, grouped into attributes of performance, were applied. Since not all of these indicators had the same importance when evaluating the acquisition of the competence, a weighted approach was used. This performance tool, formed by performance attributes and performance indicators, was applied in different moments during the course in order to better evaluate the degree of achievement of the competence. The main results show the homogeneity/heterogeneity degrees from the different groups regarding the level of achievement of the “Analysis and problem solving” competence.

Keywords:

Transversal competences, evaluation, performance tool, analysis and problem solving.