Revisión de la Normativa sobre Evaluación de los TFG/TFM. Propuestas para su Armonización
Background: The Spanish regulations on Bachelor and Master Degree teaching (RD 1393/2007) only establish that the Degree thesis (TFG/TFM, respectively) might have between 6-30 credits, without establishing further indications on their development/evaluation. Thus, each University has autonomy to reg...
| Autores: | , , , , , , |
|---|---|
| Tipo de recurso: | capítulo de libro |
| Fecha de publicación: | 2017 |
| País: | España |
| Institución: | Universidad de Castilla-La Mancha |
| Repositorio: | RUIdeRA. Repositorio Institucional de la UCLM |
| OAI Identifier: | oai:ruidera.uclm.es:10578/42431 |
| Acceso en línea: | https://hdl.handle.net/10578/42431 |
| Access Level: | acceso abierto |
| Palabra clave: | Evaluación Normativa Trabajos fin de grado Trabajos fin de máster |
| Sumario: | Background: The Spanish regulations on Bachelor and Master Degree teaching (RD 1393/2007) only establish that the Degree thesis (TFG/TFM, respectively) might have between 6-30 credits, without establishing further indications on their development/evaluation. Thus, each University has autonomy to regulate the criteria that the TFG/TFM must accomplish for each of the degrees that they teach. Method: This paper analyzes the framework regulations of the University of Castilla-La Mancha (UCLM) that are applicable to the TFG/TFM, as well as the specific regulations for some degrees (Bachelor and Master) on Agrarian and Environmental Sciences and Engineering of this University, in order to study the degree of harmonization between degrees within the same University, which will help to improve future proposals. Results and Conclusions: Current framework regulations of the UCLM on the elaboration and defense of TFG/TFM are very lax regarding to the evaluation criteria applicable to the different degrees, in which the differences are remarkable. These framework regulations should be further developed to establish better evaluation guidelines, mainly among the transversal competences. All this information might be helpful to for the Faculties that need to stablish the requirements to assess the specific competences for each degree. |
|---|