Volume 29, Issue 1 (1-2017)                   ERSS 2017, 29(1): 1-4 | Back to browse issues page

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Cortés G I, Graffigna A M, Ghilardi L M. Assesment and academic trajectories in engineers training. ERSS. 2017; 29 (1) :1-4
URL: http://europeansp.org/article-4-46-en.html
Abstract:   (85 Views)
Assesment is an important part of the curriculum processes that strains the educational system. Assesment practices at university are a problem that is crossed by different factors among it highlights the institutional context and the pedagogical-didactic teachers’ decisions. This work constitutes the progress of an ongoing descriptive and exploratory investigation, which focuses its attention on understanding the impact of the assesment system of learning in the academic careers of engineering students from the National University of San Juan. The conclusions, provisional yet since this is an ongoing investigation, are a valuable input for curriculum design and development at the School of Engineering, as a starting point for strengthening assesment processes, enabling joint practices, economy of efforts and quality assurance assesment at the institutional level. It tries also to be a contribution to making decisions, widely discussed in academic and institutional context, by providing a survey of the experiences around assesment processes, that teachers of the School of Engineering are making through their pedagogical practices in different degree courses. This research will also contribute to improve the quality of training of engineers that develops in the institutional context, as it could affect in increasing student retention rate and shortening the actual duration of the careers, in which assesment regimes have an important role. © 2016 The Authors. Published by European Science publishing Ltd. Selection and peer-review under responsibility of the Organizing Committee of European Science publishing Ltd.
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Received: 2019/08/7 | Accepted: 2019/08/7 | Published: 2019/08/7

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