Evaluating quality of learning in the university AbstractThe aims of the study were to understand the criteria and decisions of university teachers in assessing what students have learnt, and to analyse how these factors affect the quality of learning. A group of teachers at the University of Girona provided us with the assessment demands they formulated in examinations and with students' written replies to these demands. The teachers taking part were also interviewed on their criteria and intentions when assessing students. The study's three main conclusions are that there is a relationship between the type of question and the demand formulated, that evaluation criteria differ widely, and that assessment of the quality of learning is complex.

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The European Higher Education Area, created to contribute to the development of quality education and encourage cooperation between Member States of the European Union, has created an opportunity for reflection on teaching methods in universities. These circumstances provide momentum for the use of learning strategies. Along these lines, this chapter presents work done on concept mapping, one of the methods that could significantly help prepare both students and teachers for the new roles expected of them. The results of two lines of study are presented: on the one hand, research that analyses the influence of the differential use of concept maps on the quality of learning; and on the other, an innovation in the use of concept maps in a course developed in the area of initial teacher training. Both initiatives serve to highlight increased interest in concept mapping in the field of learning and especially in collaborative learning.

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