Self-assessment of the university teaching staff functions
Ferrandiz Vindel, Isabel Mª
Duarte Clemente, Mariana Vilela
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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.