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Strategy for the Evaluation and Monitoring of Competencies in Engineering Programs to Improve Students’ Learning and Quality of Education

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  • Pamela Hermosilla

    (School of Computer Engineering, Pontificia Universidad Católica de Valparaíso, Av. Brasil 2241, Valparaíso 2340000, Chile)

  • Felipe Muñoz-La Rivera

    (School of Civil Engineering, Pontificia Universidad Católica de Valparaíso, Av. Brasil 2147, Valparaíso 2340000, Chile
    School of Civil Engineering, Universitat Politècnica de Catalunya, Carrer de Jordi Girona 1, 08034 Barcelona, Spain
    International Centre for Numerical Methods in Engineering (CIMNE), C/Gran Capitán S/N, UPC Campus Nord, Edifici C1, 08034 Barcelona, Spain)

  • Nicolás Ateaga

    (Faculty of Engineering, Pontificia Universidad Católica de Valparaíso, Av. Brasil 2147, Valparaíso 2340000, Chile)

  • Elisa Gallardo

    (Department of Civil Engineering, Universidad de la Frontera, Francisco Salazar 1145, Temuco 4780000, Chile)

Abstract

The Sustainable Development Goals (SDGs) and the Education for Sustainable Development (ESD) framework propose the concept of competencies as a key cognitive, attitudinal, and procedural aspect aimed at the integral development of students, which implies a challenge in the way of evaluating them. Thus, the traditional monitoring of students’ progress through their grades is not enough, and monitoring competency is becoming more important. This research proposes a system for monitoring competencies in engineering programs. The system identifies the expected learning outcomes (LOs) of each course and cross-references them according to the ponderation of each evaluation planned. Subsequently, it links each LO with the competencies of the course, allowing the student to be monitored throughout their career. The strategy was applied to a civil engineering course. The students’ results, according to the course competencies, were obtained, linking them correctly with the LO and the grades obtained. The evolution of these competencies was evaluated until the end of the semester in which the students were taking the course. The analysis of the results shows the differences between the monitoring by grades versus by competencies, evidencing that there were cases in which a student passed the course by grades but failed to develop the expected competency.

Suggested Citation

  • Pamela Hermosilla & Felipe Muñoz-La Rivera & Nicolás Ateaga & Elisa Gallardo, 2021. "Strategy for the Evaluation and Monitoring of Competencies in Engineering Programs to Improve Students’ Learning and Quality of Education," Sustainability, MDPI, vol. 13(21), pages 1-21, October.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:21:p:11721-:d:663227
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    References listed on IDEAS

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    1. Makrakis, Vassilios & Kostoulas-Makrakis, Nelly, 2016. "Bridging the qualitative–quantitative divide: Experiences from conducting a mixed methods evaluation in the RUCAS programme," Evaluation and Program Planning, Elsevier, vol. 54(C), pages 144-151.
    2. Felipe Muñoz-La Rivera & Pamela Hermosilla & Jean Delgadillo & Dayan Echeverría, 2020. "The Sustainable Development Goals (SDGs) as a Basis for Innovation Skills for Engineers in the Industry 4.0 Context," Sustainability, MDPI, vol. 12(16), pages 1-14, August.
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