Abstract
The teaching of mathematics in engineering schools has changed irreversibly in the last 20 years due to two significant events: the generalized use of the new technologies (ICT) in the learning process and the establishment of the European Higher Education Area (EHEA) as the common teaching framework, http://www.ehea.info/.
This change has basically been developed by the teaching tools used by different instructors and the methodologies used.
However, in the case of mathematics subjects in Engineering Schools, the methodological change and teaching innovation have not reached assessment techniques, at least not to a significant extent, and instructors currently continue to assess mathematical knowledge on the basis of traditional theory/practical written exams.
Here we first offer a brief analysis of the innovations that have arisen in the process of learning and suggest alternatives and experiments to implement such innovation in the assessment process, which we are sure, will improve students’ academic performance.
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del Rey, Á.M., Rodríguez, G., de la Villa, A. (2014). Yes, We Can. In: Herrero, Á., et al. International Joint Conference SOCO’13-CISIS’13-ICEUTE’13. Advances in Intelligent Systems and Computing, vol 239. Springer, Cham. https://doi.org/10.1007/978-3-319-01854-6_67
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DOI: https://doi.org/10.1007/978-3-319-01854-6_67
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