Multi-Criteria Evaluation Method in the Field of University Education: Application to a Course on Energy Markets

Abstract

The Bologna Plan adopted by European universities ended the hegemony of an evaluation system exclusively based on the performance of traditional examinations. In this area, with a view to revitalizing grading models in university education, a wide range of evaluation mechanisms has been developed in recent years. Using them, teachers may evaluate the learning levels of their students, including both the specific competences of the taught subject and the transversal competences that help students further develop their professional careers. This article presents a methodology based on a multi-criteria procedure through which students could be evaluated from different points of view, based on different types of evaluation mechanisms that are diversely weighted. Therefore, their levels of learning could be assessed more objectively. This article shows a practical case of applying this methodology, which has been used for the last five years in a course on energy markets taught as part of the Degree in Energy Engineering at the UPV.

A Multi-criteria-Based Expert Modeling for Assessing the Textbook Quality

“…A study covering the period from 2005 to 2016 showed that the most common individual approach to assessing the quality of service of a website and its choice is AHP (the analytic hierarchy process) and the main criterion for its performance is responsiveness [18]. Moreover, multi-criteria decision-making models help in evaluating environmental education programs [19], the effectiveness of e-learning (e-learning) [20], and even in evaluating acquired knowledge, abilities, and actitudes at the Energy Markets course [21].…”