Assessment Tools in Teaching Introduction to Economic Statistics : Experiences in the Context of Bologna Process

Universities and higher education centres across Europe are undertaking reforms to construct the European Higher Education Area (EHEA). One of the EHEA priorities is to make transparent the relationship between university education and transferable skills. It follows in the development of a competence based model for curriculum in universities. Assessment strategies have to be developed in order to evaluate competences or learning outcomes.In this work, we expose our experience in the development of assessment tools in the course of Introduction to Economic Statistics under their implementation the Bologna process. The course is a basic training in a Business Administration degree in the first undergraduate year. To assess learning, we employ a combination of assessment activities as the final exam and the continuous assessment which values the effort and work developed by the student throughout the course by means of different types of individual activities. A good assessment strategy should evaluate the acquired competences but also discriminate among students. The purpose of this study is to determine which assessment activity allows a better discrimination of the students by examining their results with information theory measures