A framework proposition of competence-based assessment in engineering undergraduate courses

• Autor(a) principal: Mallet, Larissa de Oliveira
• Data de Publicação: 2019
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: eng
• Título da fonte: Repositório Institucional da UFRGS
• Texto Completo: http://hdl.handle.net/10183/238546
• topic: Engenharia de produção; Competências transversais; Educação baseada em competências; Transversal competences; Competence assessment; Competence-based education (CBE); Competence rubric; Active Learning

The current engineering training model, based on transmission and reception of knowledge, is facing many challenges in meeting the diverse needs and the growing demands of a global industrial environment. In this context, transversal competences development is gaining strength in higher education, once only mastering technical engineering competences is not enough anymore. Despite the emphasis on the importance of these competences, there is a gap in the literature on appropriate strategies for assessing them. Thus, this study aims to propose a competence-based assessment framework for engineering undergraduate courses. A literature review on transversal competences required from engineers, as well as on existing assessment strategies was made. A set of eight main transversal competences required from engineers was defined and validated through interviews with Competence-Based Education experts and engineers’ recruiters. They also contributed to assessment strategies and recommendations on how to build the framework. Additionally, to find out the development and assessment level of transversal competences in their classes, engineering professors were interviewed. Finally, the competence-based assessment framework, as well as a transitional version of it is presented, combining all the obtained information in a coherent and systematic way.