Explicating The Inter-Relationship Between Learning Activies, The Evaluation Process, And The Acquisition Of Competences
The European university system defines degrees according to a series of general and specific competences that should be acquired by students. These established competences should be reflected in the degree subjects – as it is necessary to align each competency with activities performed by students. At the same time, the evaluation criteria of each activity should reflect the level of acquisition of each competence. Both the qualification that is granted as well as the feedback that the student receives should be related to the competences, i.e. to show the student’s progression. In this article, we present a working procedure to align the degree competences with the course competences, its activities, the evaluation criteria, and the learning outcomes. The main contribution of this paper lies in its analysis of the relationship established between the various elements, namely those which specify and clarify the specific competences required for both teachers and students in a degree course on Logic.
Higher education; competences;teaching-learning process; activities; assessment process; feedback.