These documents were thought as guides for professors, lectures or tutors who want to implement the competencies-based assessment with their students.
To use a competencies-based methodology, it is necessary to change the usual way of teaching and learning. Students must improve their knowledge taking an active role in classes.
What is shown in these guides is an example of an evaluation activity.
The report: “A Framework for Mathematics Curricula in Engineering Education” (by Alpers, et al., 2013) provides a European framework for the teaching of Mathematics in engineering degrees. That document has a part which contains rather specific, fine-grained specification of potential content-oriented learning outcomes (LO). Its intended usage is that lecturers and/or curriculum designers develop from it a concrete curriculum for a specific study course.
Once the LO list has been developed with specific activities, there is a development process in which the student acquires the competencies that are enumerated through activities marked by the teacher in different scenarios: the classroom, laboratory practices, small projects, search for information on the network, etc. Through these regulated activities or not, the student acquires some knowledge and skills that we try to evaluate with the example that is proposed. That is to say, in short, this proposal tries to measure if the student has acquired the knowledge and competencies for his activity prior to the evaluation process.
In this document, all mathematical competencies are included. We have also included the objectives, contents, learning outcomes from the Core Level 1, and a possible exam for some specified LO. This exam could be used as a small project (miniproject) that can be worked either in groups or individually or both options: start working individually and then share and discuss the results in a group.