Trends High. Educ., Volume 1, Issue 1 (December 2022) – 6 articles

This paper features a methodology for embedding and assessing a competency in an academic curriculum using competency maps. This methodology enables embedding and assessment of any competency in any curriculum, regardless of the educational level, as long as the competency is correctly described by means of a competency map. As an example of the application of this methodology, a proposal for embedding and assessing sustainability in engineering degrees is presented. A competency map embodies the set of learning outcomes of the competency that students should have acquired upon completion of their studies. This information allows the designers of the curriculum to determine the learning outcomes that should be developed in the degree and to distribute them appropriately among the subjects. The presence map can be constructed from the competency map. It contains information regarding the extent to which each learning outcome of the competency map is being developed in the degree. This paper proposes the construction of a presence map in two steps: (1) perform a survey and (2) conduct a semi-structured interview with professors. The interview, which is conducted by one or several experts in the competency, allows the different criteria used by the professors when filling out the questionnaire to be unified, whereas the presence map shows whether a particular competency is correctly embedded in the curriculum and the aspects that could be improved. Finally, to validate that the students are achieving the learning outcomes of the competency map, we propose a survey to measure the students’ perception about their own learning in the competency. These results can be compared with the presence map to help determine whether, from the students’ point of view, the expected learning outcomes are being achieved in the corresponding subjects. The aim of this process is to provide the information necessary to indicate any changes in the curriculum that may improve the embedding of the competency. Full article

Background: To promote a student-centered approach and sustain the development of a self-regulated attitude toward academic achievement, assessment in higher education should integrate different perspectives: teachers’ feedback is crucial, but it needs to be supported by self-assessment and peer assessment activities. Methods: The aim of the current systematic review is to examine the most recent literature (from 2011 to 2022) on these topics, considering the relevant findings that may have theoretical and practical applications in higher-education settings. Three of the broadest online databases for educational research (ERIC EBSCO, Science Direct, Web of Science) were considered for the search, which resulted in 30 documents being retrieved and considered in the analysis. Results: Self- and peer assessment seems to be two distinct processes that may complement and influence each other; although they seem particularly accessible, effectively assessing one’s own work and giving one’s peers useful feedback is not an easy task, due to several specific cognitive and social issues. Conclusions: The findings show an increasing interest in these topics, with particular attention to the potential benefits that could be derived from a combined and effective use of these assessment processes in higher education. Full article

Following the current trends in medical-curriculum development with an important but poorly represented course in forensic medicine is a rather challenging quest. Given the exceptional opportunity of teaching forensic medicine and anatomy, the author’s experience is shared, bearing in mind the harsh academic-workload standards. In that context, the introduction of (clinically oriented/problem-solving-based) curriculum-specific electives (CSEs) is suggested as a means of vertical integration of medical education. Moreover, it may be time to transfer learning (at least in part) to some other environment, possibly a virtual one. The body of knowledge expected to be learned by all students, the core curriculum, should be alleviated, and all too-specific topics should be transferred to the CSE. Keeping the curriculum attractive to clinicians and interesting for students should be an idea aiming for a fully integrated course. Balance of the core curriculum and CSEs aims to bring forth interaction with clinics and bonds with clinicians. In addition, students’ affinities would be met more adequately. Full article

For students, feedback received from their instructors can make a big difference in their learning by translating their assessment performance into future learning opportunities. To date, researchers have proposed various feedback literacy frameworks, which concern one’s ability to interpret and use feedback for their learning, to promote students’ feedback engagement by repositioning them as active participants in the learning process. However, the current feedback literacy frameworks have not been adapted to digital or e-Assessment settings despite the increasing use of e-Assessments (e.g., computer-based tests, intelligent tutoring systems) in practice. To address this gap, this conceptual paper introduces a feedback literacy model in the context of e-Assessments to present an intersection between e-Assessment features and the ecological model of feedback literacy for more effective feedback practices in digital learning environments. This paper could serve as a guideline to improve feedback effectiveness and its perceived value in e-Assessment to enhance student feedback literacy. Full article

Teachers play a key role in the construction of a more equal, fairer and sustainable world. Incorporating education for sustainable consumption into teacher training should therefore be a priority. This education should aim to develop students’ awareness of environmental issues, to encourage lifestyle changes, and to promote reducing their personal ecological footprint (EF). Training processes will hence lead to active learning approaches promoting critical thinking about production and consumption patterns, linking the curriculum content to real life, and involving students in activities that reduce their EF. This paper presents research carried out at three Spanish faculties of education. The main goal is to analyse the relationship between active teaching and learning strategies, and the reduction of the students’ individual EF. Pre- and post-test questionnaires were used to collect data. A total of 93 primary education degree students took part in this study. The results show the students’ individual EF decreased at the end of the learning processes. This proves that active teaching and learning strategies can foster sustainable consumption habits, and more sustainable lifestyles in general, in student teachers. Full article