Tertiary Education Learning Outcomes, a Case Study: “You want us to think!”

Abstract

Present perceptions about the poor production of university students in the last decades might be the same other professors had in previous centuries. Nonetheless, more corseting forms of assessment and the irruption of new technologies can establish a difference. These factors serve the controversy when blamed for preventing intellectual development, or when also considering that ICTs are the personal mark of new generations of youths who face their outdated dinosaur teachers. The purpose of this paper is to provide a tentative case analysis of the situation to validate what seems a generalized perception of the decay of tertiary education. Our data will be obtained from answers that students of the third year of a Humanities English degree could not provide. In our approach we will consider the difficulties students have in reaching the highest levels of taxonomies like Bloom’s (1956) or Dreyfus & Dreyfus (1980) with their further modifications. Collaterally we will tackle key competences and forms of assessment. Results induce us to the dichotomy of maintaining the present progression or, alternatively, encouraging all to think again and take some action.