DEVELOPMENT AND ASSESSMENT OF TRANSVERSAL KEY COMPETENCES IN THE DEGREE OF FOOD SCIENCE AND TECHNOLOGY

M.D. Rivero-Pérez*, M.L. González-SanJosé, P. Muñíz, J.M. Ena Dalmau, M. Ortega-Herás, M. Cavia-Saiz, B. González-González

Department of Biotechnology and Food Science, University of Burgos (SPAIN)*drivero@ubu.es

VIRTUAL PRESENTATION

7th International Conference of Education, Research and InnovationSeville - 17th-19th November 2014

GID

ALIM

ENT

Keywords: transversal key competences, communication skills, degree in Food Science and Technology.

1Introduction

2Methodology

3Results & Discussion

INTRODUCTION1

Org

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esFOOD SCIENCES AND TECHNOLOGY DEGREE

Fields of interest: new product development, food business management, ingredient technology, food safety, food analysis, process development, technical consulting and more…

KEY COMPETENCES

Key competences mean the ability to integrate knowledge, skills and attitudes in a practical way to solve problems and react appropriately in a variety of contexts and situations.

• Communication in the mother tongue• Communication in foreign languages• Mathematical competence and basic competences in

science and technology• Digital competence• Learning to learn• Interpersonal, intercultural and social competences and

civic competence

Transversal development

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The aim of this work is evaluate the competence in linguistic communication in students of Food Science and Technology and design a strategic approach in improving student s ' competences.

AIM:

COMPETENCE IN LINGUISTIC COMMUNICATION:

IMPROVING METODOLOGY

• Knowledge of basic vocabulary and grammar • Awareness of the main types of verbal interaction• Range of literary and non-literary texts• Knowledge of main features of different styles and registers of

language • Skills to read and write different types of texts• Skills to search, collect and process information• Ability to find and use aids• Ability to express own arguments in a convincing and appropriate

way

COMPETENCE IN LINGUISTIC COMMUNICATION:

DESCRIPTION OF THIS COMPETENCE

• Students in their access to University should to have basic levels of these competences. However the evidence shows that many students have not acquired sufficient maturity in the development of these skills. In general, the process of competence assessment has been somewhat neglected in Spanish higher education.

COMPETENCE IN LINGUISTIC COMMUNICATION IN FOOD SCIENCE AND TECHNOLOGY DEGREE

In this regard, degree in Food Science and Technology required of students the

acquisition and development of this linguistic competence

in all its facets.

2 METHODOLOGY

2 METHODOLOGY

STEP 1: DEVELOPMENT OF A RUBRIC

STEP 2: DIAGNOSIS OF THE INITIAL SITUATION

STEP 3: IMPLEMENTATION OF STRATEGIES

Rubric for written comunicative competence included the following indicators:

• Use of language• Grammar and spelling• Quality of written report, • Formal structure of the work• Bibliography

STEP 1: DEVELOPMENT OF A RUBRIC

“An assessment rubric usually consists of a range of performance criteria with ratings or descriptors to further delineate the assessment criteria.”

The diagnosis of the initial situation involves the application of the rubric in practice report

After performing laboratory practices students must make various reports to show the results obtained with a coherent explanation of everything done.

STEP 2: DIAGNOSIS OF THE INITIAL SITUATION

Subjects were selected from each of the academic courses, • First year: Biology (83 students), • Second year: Molecular Biology (47 students) • Third year: Biotechnology (44 students)• Fourth year: Food Technology (Cereal and

Beverages) (26 students)

A set of 200 degree students in Food Science and Technology divided into 4 academic years were evaluated according to their competence. Data were collected during the academic year 2013-2014.

STEP 2: DIAGNOSIS OF THE INITIAL SITUATION

Developing strategies aims to promote the comprehensive development of linguistic communication skills, research and communication of scientific knowledge.

STEP 3: IMPLEMENTATION OF STRATEGIES

3 RESULTS & DISCUSSION

1. DEVELOPMENT OF A RUBRIC

In each of the points of the rubric the teacher assessment four evaluation levels (“Excelent”, “Good”, “Satisfactory” and “Fail Expectations”). The rubric level 2 is reflected in the table 1, we considered the most representative to correspond to an intermediate level.

The steps followed in the process were as follows: • Define the components of the specific competence • Competence levels set for each of the components• Plan activities to integrate competition gradually • Suggest correction rubrics for each component and level of

competence

1. DEVELOPMENT OF A RUBRIC

SKILL TO

EVALUATE

Use of language

Level 2

Grammar and

spelling

Level 2

Quality of the

written report

Level 2

Formal

structure of the

work

Level 2

Bibliography

Level 2

Excelent Good Satisfactory Fail expectations

The report includes updated, adequate and well-referenced bibliography. References are included in the text.

Includes bibliography adequate but not well cited.

Includes bibliography but is limited and unvaried is outdated and has little to do with the topic

The literature is poor.

Excelent Good Satisfactory Fail expectations

The work is presented in an orderly , clear and organized (cover, index, paragraphs, margins ...) way. The well-reasoned report contains elements referring to the sources used. The figures, diagrams or images are described in the text.

The work is presented in an organized and orderly manner, but lacks clarity .

The presentation of the paper presents a basic organization and lacks clarity . Some figures, diagrams or figures are poor and are not cited in the text

The work is presented in a disorderly manner with many deficiencies.

The content of the report or work conforms to the assigned topic, ideas are well developed and organized. It combines information from a variety of sources, including scientific data.

The content of the assigned topic is relatively clear, but parts of the text does not express ideas clearly .

The content of the assigned topic is enough. In some sections of the text does not express ideas clearly .

The quality of the written report is deficient.

Excelent

EVALUATION LEVELS

Excelent Good Satisfactory Fail expectations

Use the correct language and terminology, with expressions that facilitate the reading and understanding of the text

Use appropriate language and terminology

Use language and terminology enough, could improve the terms used.

The language and terminology used is poor making it difficult to compression of text

Good Satisfactory Fail expectations

Satisfactory Fail expectations

Well-structured sentences and paragraphs. No commits significant typos.

The structure of sentences and paragraphs have some deficiency in their structuring. Spelling errors are not significant.

Poorly structured sentences and paragraphs. Makes some significant typo errors.

Unstructured sentences and paragraphs with grammatical and spelling errors

Excelent Good

Table 1. Rubric used for teacher’s evaluation of written communicative competence (level 2)

2. DIAGNOSIS OF THE INITIAL SITUATION

The results of the application of the rubric to students of different academic courses is represented in the form of figures.

1st year

2nd year

3rd year

4th year

Figure 1.

Figure 2.

Figure 3.

Figure 4.

1st YEAR DEGREE

0

10

20

30

40

50

60

70

80

90

100

Excelent Good Satisfactory Fail expectationsPe

rcen

tage

%

Figure 1. Results of evaluation in written communicative competence in 1st year of degree Food Science and Tecnology students during the academic year 2013-2014.n= 83 students

FAIL

FAIL

Figure 2. Results of evaluation in written communicative competence in 2nd year of degree Food Science and Tecnology students during the academic year 2013-2014.n= 47 students

2nd YEAR DEGREE

0

10

20

30

40

50

60

70

80

90

100

Excelent Good Satisfactory Fail expectations

Perc

enta

ge %

FAIL

Figure 3. Results of evaluation in written communicative competence in 3th year of degree Food Science and Tecnology students during the academic year 2013-2014.n= 44 students

3rd YEAR DEGREE

0

10

20

30

40

50

60

70

80

90

100

Excelent Good Satisfactory Fail expectationsPe

rcen

tage

%

FAIL

Figure 4. Results of evaluation in written communicative competence in 4th year of degree Food Science and Tecnology students during the academic year 2013-2014.n= 26 students

4th YEAR DEGREE

0

10

20

30

40

50

60

70

80

90

100

Excelent Good Satisfactory Fail expectations

Perc

enta

ge %

FAIL

2. DIAGNOSIS OF THE INITIAL SITUATION

In summary, the main aspects to reinforce each academic year are:• First year: Quality of written report and Bibliography• Second and third year: Bibliography• Fourth year: Formal structure of the work

However, a joint evaluation of all results, identifies that as students will progress in the various academic courses are getting more value next to excellence, increasing the percentage of this evaluation.

3. IMPLEMENTATION OF STRATEGIES

AREAS OF IMPLEMENTATION Use of language: Emphasize the importance of the language used, introducing knowledge activities of scientific language.Grammar and spelling: Indicate the importance of correct spelling and grammar. Offer an individualized feedback to students, warning of the importance of making spelling mistakes. The co-evaluation of these activities can be interesting.Quality of the written report: Influence realization of written reports periodically that will be corrected by the teacher, from a grammatical point of view not only from a scientific point of view.Formal structure of the work: Include in the description of the activities outlined how to organize the report (cover, index, paragraphs, margins ...).Bibliography: Give clear and precise as correctly indicate the literature and encourage the use of reliable sources and scientific.

3. IMPLEMENTATION OF STRATEGIESThe following issues of implementingIntegration of competence in all courses of the degree: This requires a joint effort of all teachers involved, considering this competence as transverse. Collaboration of accounting and Spanish faculty: To develop activities to improve language skills. Joint work upon the advice of experts in the field. Assignment design: Indicating as redesigning the existing homework to serve the needs of implementation. Feedback process: Structure a system of feedback for small, medium, and large class sections; for oral and written work; and for individual and group work.Revisions in courses to accommodate a communication skills program: Previous revisions of the evaluation system to detect deficiencies in skills implemented. Resources and motivation: Motivation for both teachers and students involved.

• The use of a rubric prior assessment of the initial situation of degree students revealed to be a useful tool to describe the situation and actions to address specific improvements.

• This accuracy is defined in terms of levels and academic courses so that

the major academic deficiencies in skills development can be detected accurately.

• The method described in this work for such a specific competence should be extended to different aspects of key competences.

CONCLUSIONS

Acknowledgements

The study was funding by the University of Burgos through the “Education Innovation Project” awarded in the 2013 call for Teaching Innovation Group GID-ALIMENT.

GIDALIMENT

DEVELOPMENT AND ASSESSMENT OF TRANSVERSAL KEY COMPETENCES IN THE DEGREE OF FOOD SCIENCE AND TECHNOLOGY

M.D. Rivero-Pérez*, M.L. González-SanJosé, P. Muñíz, J.M. Ena Dalmau, M. Ortega-Herás, M. Cavia-Saiz, B. González-González

Department of Biotechnology and Food Science, University of Burgos (SPAIN)*drivero@ubu.es

VIRTUAL PRESENTATION

7th International Conference of Education, Research and InnovationSeville - 17th-19th November 2014

GID

ALIM

ENT