The Bologna Plan and the Assessment of Competences in the 21st Century

Abstract

Ever since the Bologna process was launched in 1999, under the auspices of the European Higher Education Area, teachers have adapted not only the contents of their subjects but also competences they teach while at the same time students have been able to experience this transformation from within the classroom. Given this context, it is time to review the performance scenario in which these competences have been acquired. In higher education, it is necessary to find out how the competences have been taught in the classroom and how they are being evaluated.

Our objective will be to know what kind of rubrics and best practices are being used by the teachers of the 21st century to evaluate the competences in their students.

Several methods of data collection are used including interviews to understand the techniques used by the teachers.

The results will enable us to evaluate new lines of action to continue working and investigating the scope of the acquisition of competences within the classroom.