Journal of Academic Research in Education and Review
International Journal of Academic Research in Education and Review
Vol. 3(7), pp. 168-177. August, 2015.
Full Length Research
Traditional learning versus bologna education:
co-assessment and roles assignment, an experience of innovation in university teaching
Manuel Platero-Jaime and Sonia Benito-Hernández
1Department of Economics and International Affairs. Social Science School. European University of Madrid. Phone: +34 91 211 89 17. E-mail: firstname.lastname@example.org
2Department of Statistics and Management Methods. School of Agricultural Engineering. Technical University of Madrid. E-mail: email@example.com
Accepted 23 July 2015
aims to strengthen some students' skills through a dynamic learning
project aligned with the Bologna methodology. The main objective of this
pilot-project is to provide the basics of the course to the student at
the same time as developing different skills that they will have to use
in the labour market. This teaching experience presents a co-assessment
system linked to the assignment of different roles for the students.
These characteristics provide an experience that is appealing and
efficient for students’ learning and skills development. This research
offers a comparison between the Bologna methodology applied in the
pilot-project and the traditional teaching methodology used in the same
course during the previous academic year. This paper also provides some
results and conclusions based on the Bologna Process and its
Cite This Article As: Platero-Jaime M, Benito-Hernández S (2015). Traditional learning versus bologna education: co-assessment and roles assignment, an experience of innovation in university teaching. Inter. J. Acad. Res. Educ. Rev. 3(7): 169-177.