Mejora del aprendizaje mediante la inclusión de entregablesUn caso práctico

  1. María-Dolores Cano 1
  1. 1 Universidad Politécnica de Cartagena

    Universidad Politécnica de Cartagena

    Cartagena, España


I Congreso Internacional de Innovación Docente. CIID: Cartagena 6, 7 y 8 de julio de 2011

Publisher: Cartagena, Universidad Politécnica de Cartagena, D.L. 2011

ISBN: 978-84-694-5332-2

Year of publication: 2011

Pages: 1421-1432

Type: Book chapter


This papel studies the effect of including continuous assessments in t e methodology of en introductory Telematics course for Telecom munication Engineers. Severa academic years are evaluated, front 2003/2004 lo 2009/2010, representing a total number of 364 students. Whereas the methodology of t e first free years was only based en lectores and lab activities, he last tour years included assessments (e.g., problema resolution. in formation searching reports, tesis, etc.) as en integral part of he final students' score. Through statistical analysis, results reveal thai taking into account al students enrolled in he course there is not a significar difïerence in t e pass mate during t e years with assessments and he years without assessments. However, there is a (statistical) significan difference in the f`ail mate and the dropout mate. On the other band, if only students ho dio not dropout he course are taking into account, then there is a (statistical) significant difference in he pass mate comparing both methodologies; including the assessments increased the pass mate front 53% to 72%. Nevertheless, no differences were round in he average anal grades obtained by he students with either methodology