Towards personalized assessment and evaluation in electronics engineering

The evaluation of learning is one of the most controversial educational issues in higher education. This conflict is exacerbated in the teaching of engineering by the difficulties of assessing open problems and projects, and by the diversity of students´ profiles with different educational and working experiences. To address this problem, three experiences implementing evaluation strategies focused on the student were conducted at the Faculty of Engineering of the University of Buenos Aires, at different levels of the electronic engineering career: initial cycle, upper cycle and postgraduate. This paper discusses these experiences, making first a general description of each case and then describing the details of each implemented evaluation strategy. The results are exposed separately and finally general conclusions concerning the advantages and difficulties of this type of evaluation in engineering courses are obtained.