Assessment of Competences in Designing Online Preparatory Material for the Cambridge First Certificate in English Examination

Autores UPV
Año
Revista Procedia Social and Behavioral Sciencies

Abstract

The implementation of the competence-based approach set out by the Bologna Declaration within the European Higher Education Area (EHEA) entails important changes in learning processes and brings new approaches to content teaching and learning, inevitably affecting planning, methodology and assessment (Cano García, 2008). Such is the case of the design and development of the First Certificate in English Online Course & Tester at the Universidad Politécnica de Valencia (UPV) by the CAMILLE research group. These materials, published through InGenio, are split into two parts: a preparatory course and a tester platform. This article explores some of the key competences to be included in these preparatory materials, taking into consideration the course and tester and their innovative features in terms of content, design and navigation, with a special focus on how they contribute to the adaptation to the new requirements specified by the Bologna Process. It also illustrates the ways in which these new requirements may influence how teachers and students use these materials when it comes to preparation for the FCE and addresses some important issues concerning competence-based learning and assessment and some of the strategies and tools which have been taken into consideration.