Learning strategies for the acquisition of specific skills, and its evaluation through an integrated rubric in different degrees of the University of Malaga (Spain)

Isabel Santacruz (), Antonio Díaz-Ramos (), M.m López (), Lourdes Aranda (), Rocío Martín-Valero (), Gema Ruiz-Parraga (), Antonia Gutiérrez () and Antonio Jiménez-Lara ()
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Isabel Santacruz: Universidad de Malaga
Antonio Díaz-Ramos: Universidad de Málaga
M.m López: Universidad de Málaga
Lourdes Aranda: Universidad de Málaga
Rocío Martín-Valero: Universidad Francisco Maldonado (Osuna)
Gema Ruiz-Parraga: Universidad de Málaga
Antonia Gutiérrez: Universidad de Málaga
Antonio Jiménez-Lara: Universidad de Málaga

No 2604469, Proceedings of International Academic Conferences from International Institute of Social and Economic Sciences

Abstract: It is essential for the university lecturers/professors to design new strategies that help students to acquire skills in the new framework of the European Higher Education Area. Furthermore, the assessment of the effectiveness and impact of the used strategies in the academic performance of the students is a key point [1].In this work, an integrated rubric has been used to assess the effect of new learning strategies for the acquisition of different skills, such as critical and self-critical reasoning, acquiring knowledge and applying it to practical cases, oral presentations, and teamwork. This study was carried out in eight different subjects of the University of Malaga (Spain), including experimental degrees (Engineering, Biology, Biochemistry, Physiotherapy and Psychology), and an abstract degree such as Mathematics. Given the characteristics of this study, it has involved a large number of students from different subjects and degrees. The critical/self-critical thinking turned out to be better developed by the students with higher scores. Concerning the acquisition of knowledge and ability to apply it to practical cases, independently of the degree, students with good (but not very good) scores are those who consider that they have worked harder on the exercises to achieve their respective scores. Moreover, the oral presentations have been very positively accepted by the students for several reasons, such as the scarce experience of the first year students, and the opportunity to do teamwork.Finally, students have evaluated the performance of these strategies through a common rubric. It seems that the surveys and questionnaires have impacted positively on the final score, and that the students have also rated them positively and considered as very useful learning tools.

Keywords: rubric; skills; new strategies; academic performance (search for similar items in EconPapers)
Pages: 2 pages
Date: 2015-07
New Economics Papers: this item is included in nep-cse and nep-edu
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Published in Proceedings of the Proceedings of the 17th International Academic Conference, Vienna, Jul 2015, pages 381-382

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