Cambios en metodologías docentes y de evaluación¿Mejoran el rendimiento del alumnado universitario?

Abstract

In addition to institutional reforms, the construction of the European Higher Education Area has entailed two changes in the educational field, as active teaching methodologies and continuous assessment systems have both received a boost. Our aim is to determine whether these innovations have been reflected in student performance, by using a multidimensional concept of performance that is adapted to the learning society and includes the perspective of both faculty and students, while encompassing both technical and other kinds of knowledge. By taking a sample of 1,276 students at the University of the Basque Country and using ordinary least squares, we observe a statistically significant improvement in grades assigned by faculty. With regard to students’ perception, the improvement in the acquisition of instrumental and systemic competencies is statistically significant, which is not the case for interpersonal skills.