Abstract
The Bologna process has meant important challenges to national higher education systems in Europe that have had to modify the ways of organizing teaching. Each country has its idiosyncrasies and its cultural values embedded in their educational regulations that may mean that reforms move in different directions. Spain, like some other countries, has attempted to reform its teaching methods in the context of the Bologna process. Our research has focused on the evaluation of how continuous assessment of students’ performance has been implemented in the Degree in Social Work at the University of Barcelona. Our aim has been to know better how this process is being carried out and identify problems arising from its implementation, as well as its impact both on faculty and on students. Data was collected at the Facultat de Pedagogia of the UB from students, faculty and managers with direct relation to the degree in Social Work, and from experts from other areas of the university. We’ve used both qualitative and quantitative techniques, mainly through interviews, focus groups and a survey answered by 80 percent of final year students. After bringing together the points of view of students and faculty, the lack of a common definition and of common criteria on what is continuous assessment and how to put it in practice was apparent, and that some other factors were hindering follow-up and feedback to students. Nevertheless, and despite the limitations in the implementation of continuous assessment, students think they will be able to use what they’ve learnt after graduating, and this suggests that the problems affect the implementation method rather than its contents.
Highlights
Resultaba fundamental conocer las dos perspectivas que confluyen en el proceso de aprendizaje, la de los docentes y la del alumnado y si las políticas aplicadas incidían en un avance hacia una evaluación continua de calidad o si por el contrario, las dificultades en este terreno estaban incidiendo en una praxis con muchas evidencias evaluativas, pero que se alejaban del objetivo primero que era el aprendizaje real del estudiante
Our research has focused on the evaluation of how continuous assessment of students’ performance has been implemented in the Degree in Social Work at the University of Barcelona
Los datos hasta aquí expuestos muestran que la normativa impuesta por la Universidad de Barcelona en el Grado de Trabajo Social, responde a criterios burocráticos sin considerar las necesidades reales, o haber contemplado y analizado la realidad que viven docentes y alumnos
Summary
Resultaba fundamental conocer las dos perspectivas que confluyen en el proceso de aprendizaje, la de los docentes y la del alumnado y si las políticas aplicadas incidían en un avance hacia una evaluación continua de calidad o si por el contrario, las dificultades en este terreno estaban incidiendo en una praxis con muchas evidencias evaluativas, pero que se alejaban del objetivo primero que era el aprendizaje real del estudiante. Ante el planteamiento de si existían criterios claros y definidos sobre qué es la evaluación continua, en las entrevistas a los cargos de gestión de Trabajo Social de la UB, el jefe de estudios del Grado de Trabajo Social y Servicios Sociales de la UB, considera que no hay un consenso generalizado y único entre el profesorado, ya que «a nivel teórico podemos estar todos de acuerdo en una misma definición pero a la hora de llevarlo a la práctica es cuando hay ciertas divergencias».
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
