We present a strategy for the acquisition and assessment of autonomous learning conducted as part of the Graphic Expression in Engineering (GE) degree course during the first quarter at the Escola Universitària d’Enginyeria Tècnica Industrial de Barcelona (EUETIB). The strategy employed is the puzzle technique in the classroom and multiple-choice questionnaires on the virtual campus. The results show that this strategy enables the continuous acquisition of the learning objectives for the subject. | Journal of Technology and Science Education JOTSE, 2017 – 7(2): 136-149 – Online ISSN: 2013-6374 – Print ISSN: 2014-5349 ASSESSMENT OF THE AUTONOMOUS LEARNING COMPETENCE IN ENGINEERING DEGREE COURSES AT THE UNIVERSITAT POLITÈCNICA DE CATALUNYA Noelia Olmedo-Torre* , Oscar Farrerons Vidal Escola d’Enginyeria de Barcelona Est. Universitat Politècnica de Catalunya·BarcelonaTech (Spain) *Corresponding author: olmedo@, farrerons@ Received October 2016 Accepted March 2017 Abstract We present a strategy for the acquisition and assessment of autonomous learning conducted as part of the Graphic Expression in Engineering (GE) degree course during the first quarter at the Escola Universitària d’Enginyeria Tècnica Industrial de Barcelona (EUETIB). The strategy employed is the puzzle technique in the classroom and multiple-choice questionnaires on the virtual campus. The results show that this strategy enables the continuous acquisition of the learning objectives for the subject. Keywords – Autonomous learning, Puzzle, Questionnaires, Test, Engineering degrees. ---------- -136- Journal of Technology and Science Education – 1. Introduction Subjects in the Universitat Politècnica de Catalunya·BarcelonaTech (UPC) Industrial Engineering Degree Courses include objectives related to both specific competencies and key skills (Torra, de Corral, Martínez, Gallego, Portet & Pérez, 2010). The UPC has 7 of its own key skills, one of which is autonomous learning (UPC. Consell Social, 2008). Improvements in data processing with computers have led to the inclusion of new assessment strategies in the classroom, among which are multiple-response questionnaires (Cano García, 2008). These strategies measure what students do and what they know how to do for themselves, but despite providing very useful information they should also be able to help students learn more and/or better .
