Abstract
The international accreditation for the Master and Bachelor degrees offered at our university, together with the demands of the employers, have made it clear that students curricula should specify not only what they have studied, but also what they are actually able to do. Although the competence based curricula approach has been used in the
development of the new programmes for Master and Bachelor degrees within the European Higher Education Area in recent years, the assessment of generic competences is still a pending task. This work presents an outcomes approach
for the assessment of the problem-solving capacity in subjects related to mechanical and materials engineering. In particular, this paper proposes a scale in order to quantify the level of achievement and shows some tools developed for this purpose. These tools are based on the evaluation of some learning outcomes that can be observed by using different strategies during the course. Conclusions about preliminary results and the difficulties found in order to create these tools and the scale are also described here.
