Exploring how to assess professional skills in higher education by critical incidents

Abstract

The main objective is to design a procedure for analyzing the level of development of transversal competences in the practicum of four master's degrees. The competences showed in the practicum reports were analyzed and subsequently, a critical incident guiding questions were administered to the students, analyzing their experiences during the professional practice. The results showed that the practicum reports did not include enough information to evaluate the level of acquisition of transversal competences. Instead, the final designed rubric for teachers allowed evaluations to be more objective and accurate, reducing ambiguity and subjectivity.