Evaluación de la adquisición de competencias transversales en tres asignaturas de Grado de Psicología

Abstract

Introduction. The creation of the European Higher Education Area (EHEA) implies diverse and profound changes in the teaching-learning process by making a firm commitment to competencies. The courses have made clear progresses towards the inclusion of competencies however skills assessment has barely been touched, let alone assessing core competencies. Method. The data were obtained from 356 first-year students enrolled in three Psychology subjects. Two online questionnaires were developed so that students could rate the degree of acquisition of ten core skills (five practiced and five "distracters"; pretest questionnaire at the beginning of the semester). The second questionnaire, posttest, requires assessing the degree of development reached in these skills through the subject studied. Hypothesis: at the beginning of the semester there will no differences in the estimations of competencies and, at the end, those practiced will be higher scored than those not practiced. For practiced skills, post-test scores will be higher than the pre-test scores, for non-practiced skills no differences will be found. Results. The results clearly confirm the four scenarios for the three subjects studied. The pattern of core competencies throughout the course is similar in all three subjects. Conclusions. This research demonstrates the utility of the procedure to objectively rate the degree of acquisition of core competencies that have been developed in a particular subject.