Abstract
As the Bologna Process moves forward, changes in European systems of higher education are expected. The introduction of the ECTS focussing on the students’ achievements described in terms of the learning outcomes and competences acquired is one of the innovations. This process, encouraged by Universidad Politécnica de Madrid, signifies a change in teaching focus, from an input model to an output one, which promotes self-assessment in a flexible curriculum, in this case adapted to student’s language profile. To illustrate this new approach in language learning, a pilot experience with Technical English mining engineering students is discussed, with special attention to learner reflection and self-assessment practices. Students’ progress in self-assessment, based on the introduction of learning outcomes in specific language courses, is analysed to conclude that personal engagement and clear purpose -specified in terms of learning outcomes- seem to have become relevant components to student's self-assessment practice.
Highlights
As the Bologna Process moves forward, changes in European systems of higher education are expected
On January 2005, following the Bologna process, the Spanish Ministry of Education regulated the restructuring of degrees, establishing the new European Credit Transfer System (ECTS) by the year 2010
This study was designed to enhance our understanding of engineering students’ capacity and reliability to assess their performance of the language tasks necessary to achieve a desired outcome previously selected for the course
Summary
As the Bologna Process moves forward, changes in European systems of higher education are expected. The introduction of the ECTS focussing on the students’ achievements described in terms of the learning outcomes and competences acquired is one of the innovations This process, encouraged by Universidad Politécnica de Madrid, signifies a change in teaching focus, from an input model to an output one, which promotes self-assessment in a flexible curriculum, in this case adapted to student’s language profile. Proponents of assessment for learning agree that classroom assessment has a crucial role to play in effective teaching and learning (Gardner, 2006); and, that selfassessment is essential to learning ‘because students can only achieve a learning goal if they understand that goal and can assess what they need to do to reach it’ (Black and Williams 2006:15) Within this context, the new ECTS means that universities are introducing competences and learning outcomes into their curricula to foster self-guided learning and assessment. The teaching of language communication skills, we have been working on introducing competences, learning outcomes, and self-assessment practices into our English language courses, mostly dealing with technical, academic and professional language usage
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