Hablan los estudiantes sobre la evaluación de sus competencias

Laburpena

This paper’s aim is to make inquiries into those aspects that directly affect the evaluation of students' competences and that can be known throughout their experience. The research process was done from a qualitative approach and in order to collect data a documental analysis was executed on the learning guide and a group of discussion composed of students from second year of Social Work Degree at the UA was selected. The information was processed using the program Atlas.ti 5.0. and an analysis of thematic content was developed. The main results make reference to the evaluation made by students about their competences and about the evaluation strategies put into practice. It has been identified that students are not familiar with the teaching guide and that they ignore the competences they have to develop and the evaluation criteria being used. Moreover, students do not perceive the relationship existent between competencebased training and professional profile on the first formative years. Students express the need to study the areas of employability and to know the difference in roles that such areas lead to. Furthermore, they acknowledge that internships are an important area for professionalization but, however, they depend entirely on the student’s commitment to develop that vision. Internships are valued as a space of self-assessment in relation with competences, probably the space where they can be best evaluated. Students acknowledge the differences that exist between the demands of the examinations and other factors that affect the evaluation. From the results of this analysis critical issues can be read, with inner connections with the alignment of the evaluation processes such as: the usability of the learning guide; the availability of the opportunities and scenarios for the development of competences; and, the perceived need for a more coordinated teaching work both in terms of training and evaluation of competences.