English

Abstract

Adapting Spanish curricula to the European Higher Education Area (EHEA) implies the introduction of continuous assessment. Continuous assessment is generally considered to enhance students' learning. The new methodology contrasts with the traditional Spanish method of assessment, based only on exams. This paper compares the student’s learning under these assessment methods in Civil Engineering (Civ.Eng.). The results of 16 consecutive years of assessment of a technological subject (Hydraulic Engineering) have been analysed. Assessment during the first 8 years was performed only by final exams; and onwards by classroom exercises, computer tests in a Virtual Learning Environment (VLE) and final exams. Rates of students that passed are clearly higher in this latter period, what seems to support that a better learning is achieved under continuous assessment. However, when analyzed in detail, it is found that exams scores are significantly lower during the continuous evaluation period. Sometimes the appearance of a higher grade may mask a lower level of learning. The reasons lie in the psychology of the students, since they reduce their effort once a satisfactory score is achieved in the periodical training. The paper examines what elements should be incorporated to continuous assessment to improve student's learning.