P1. D1/E1-3/AE The teacher performs the necessary actions to ensure the coordination of the subject (100% if taught by a single teacher).
| I coordinate with the rest of the teachers who teach the subject within the same group (check also if the whole group is taught only by you) | Link/s to coordinating documents (Poliformat location) | Sample teaching coordination document |
| I coordinate with the rest of the teachers that teach the subject among different groups (also check if the subject has only one group or if you teach the whole subject) | Link/s to coordinating documents (Poliformat location) | Sample teaching coordination document |
| I participate in the coordination of the course with the faculty that teaches the course at other campuses (in the same degree program). Also check if the course does not belong to a degree that is also taught at other campus/s; | Link/s to coordinating documents (Poliformat location) | Sample teaching coordination document |
P2. D1/E2-2/AE Theoretical-practical content of each topic (the models in examples A2 and table A3 represent an example of the information required, but it is not necessary that the evidence for this indicator follows the format of these examples).
| It includes a detailed index of the thematic units or topics | Link to document/lessons/teaching guide with the index of thematic units/topics broken down by sections | If there is more information in the document or lessons, indicate the page or section where the evidence is found in the comments field, e.g.: see Transparency 3 of the document. |
| It includes, in addition to a), a list of practical activities (assignments, workshops, activities, laboratory practices, etc.) | Link to document/lessons where the list of internships to be performed appears | A specific list of activities is not really necessary if they are included within the different topics or didactic units (do not present evidence if c) is met e.g.: see Model Table A3 |
| In addition to the b) description of the practices (assignments, workshops, activities, laboratory practices, etc.) is provided. | Link/s to the document/lessons with the description of practices or the documents/lessons describing each of the practices. In the case that the description of the practices is in a resource folder, it will only be necessary to include the link to the PoliformaT folder. | The global description of practices can be found in the same document/folder/lessons or in different documents/folders/lessons (please indicate in comments the clarifications you consider appropriate). |
P3. D1/E2-3/AE Subject programming (the models in tables A3, B1 and B2 represent an example of the information required, but evidence for this indicator need not follow the format of the model tables).
| Basic programming according to the teaching guide (assignment of hours in TA, SE, PA, PA, PL, PC, PI). | Evidence already recorded in databases (no evidence is presented) | |
| Time scheduling by topics, practices and deliverables | Link(s) to the document/lessons where the basic programming appears | e.g. See Model Table A3 o Model Table B1 In the case that the subject is worked by project, the general programming of the project will be included. |
| Detailed time scheduling at session level | Link/s to the document/lessons where you can find the details of the course schedule by sessions. | e.g. See Model Table B2 In the case that the subject is worked by project, it will include the programming of stages/monitoring of the project. |
P4. D1/E2-4/AE Scheduling of non-face-to-face student work (the models in tables A3, B1 and B2 represent an example of the information required, but evidence for this indicator need not follow the format of the model tables).
| The hours of non-classroom work are defined in the teaching guide. | Evidence already recorded in databases (no evidence is presented) | |
| The actual hours of non face-to-face work associated with assignments, projects and/or activities correspond to the hours of non face-to-face work reflected in the teaching guide; | Link/s to the document/lessons where the details of the schedule of the non-classroom work appear. | e.g.: The estimation of non face-to-face working hours can be defined for each job, project, deliverable or activity. There is no need to define a specific table for this. The estimate of student work hours could be defined in the list corresponding to paragraph c) and d) of E2-2/AE, in case there is one. e.g. See Model Table A3 (includes column for estimation of non face-to-face student work) e.g.: See Tabl Model a B1 (includes column for estimation of non face-to-face student work) e.g.: See Model Table B2 (The student’s non-face-to-face work time must not exceed the non-face-to-face work hours (NPT) corresponding to the ECTS (see teaching guide) e.g.: 6-credit course = 105 non-face-to-face hours. |
| The student’s non-face-to-face work, in addition to b) is balanced during the term/s. | Link(s) to the document/lessons where the details of the schedule of the non-attendance work appear. | The student’s non-face-to-face work should be reasonably distributed throughout the term(s) in such a way that it is balanced. |
P5. D1/E2-5/AE Teaching Methodologies
| The teaching-learning method of the teaching guide is defined. | Evidence already recorded in databases (no evidence is presented) | |
| In addition to a) a description of the teaching methodologies used throughout the teaching-learning process, the following is also provided | Link/s to the document/lessons with the description of the teaching methodologies used for the development of the different contents | The description of teaching methodologies can be done in a general way or by thematic units (do not submit evidence if it complies c) |
| In addition to b), a detailed description of the methodology used in each activity is included, clearly describing the tasks to be performed by the students; | Link/s to the document/lessons with the definition of the teaching methodologies used for the development of the different contents. | The type of methodologies could be included in the description of the activity or in a table such as Model Table B2 (including a column where teaching methodologies are defined) |
P6. D1/E2-6/AE Use of the on-line teaching support platform (PoliformaT).
| The information related to the course is available in the PoliformaT | Link to the PoliformaT folder where the corresponding documentation or lessons can be found (or to the document where links to other platforms can be found) *. | PoliformaT must be the base platform for subject management information (*) In the case of using other platforms, include links to them in PoliformaT. |
| The information available on the platform is organized in a clear and orderly manner. | Polyform link | This section requires a minimum of order in the structuring of the documentation, which facilitates the student to follow the course. |
| The information, in addition to b), is designed and structured in a way that facilitates the learning process. | Polyform link | It is required to justify this selection and to include the links that demonstrate it (it is not enough to structure the information by folders). |
P7. D1/E2-7/AE Description of learning objectives/outcomes.
| General definition of the learning objectives/outcomes to be included in the teaching guide. | Evidence already recorded in databases (no evidence is presented) | |
| More detailed description of learning objectives/outcomes by thematic units or topics. | Link/s to document/lessonswhere the learning outcomes for each topic are | See Example C1 |
| In addition to b), the activities/actions to be carried out for the achievement of the learning objectives/outcomes are included. | Link/s to document/lessons where the activities carried out to achieve the objectives/results are shown. | See Example C2 |
| D1/E4- Active student-centered Teaching-Learning process | Include link to completed Model Table D if this information is not specified in the description of each activity. | This will includeonly the activities and methodologies developed by the teacher |
P8. D1/E4-1/AE The activities proposed for the course contemplate spaces for collaboration, encouraging the exchange of ideas and peer learning.
| A certain amount of teamwork is evident | Polyform link if required | Include remarks if required See Model Table D, column 2 |
| A relevant part of the activities is carried out in group format. | Polyform link if required | Include remarks if required See Model Table D, column 2 |
| A relevant part of the activities is carried out in group format and in addition, activities are developed in which students present their ideas and discuss them with their peers, encouraging the exchange of ideas. | Polyform link if required | Include remarks if required See Model Table D, column 2 |
P9. D1/E4-2/AE Use of active learning methodologies
| Exercises/activities/tasks that require student participation in the learning process are included. | Polyform link if required | Include remarks if required See Model Table D, column 4 |
| Classroom sessions are used for the application of knowledge and interaction and not only for the transmission of knowledge. | Polyform link if required | Include remarks if required See Model Table D, column 5 |
| Active learning methodologies are used in addition to the traditional lectures, problems and laboratory practices, which help to improve/reinforce the teaching-learning process. | Polyform link if required | Include remarks if required See Model Table D, column 6 |
| Student autonomy is fostered, while ensuring adequate support and guidance from the teacher | Polyform link if required | Include remarks if required See Model Table D, column 7 |
| The teaching methodologies used help the student to develop the competencies assigned to the teaching guide. | Polyform link if required | See Model Table D, column 3 |
P10. D1/E4-3/AE Adaptation to Diversity
| It takes into account and addresses the diversity of students and their needs, allowing for flexible learning paths (waivers, ERASMUS, special needs…). | Evidence already registered in databases(no evidence is required) | |
| D1/E5- Coherent and formative evaluation(the Model Table E represents an example of the information required, but it is not necessary that the evidence for this indicator follows the format of the model tables, if the requested information is available in PoliformaT and can be evidenced through the relevant links). | ||
P11. D1/E5-1/AE Continuous evaluation is proposed.
| Continuous evaluation of the student is carried out (more than two evaluation events during the term) | Evidence already registered in databases(no evidence is required) |
P12. D1/E5-2/AE The assessment system provides insight into the extent of learning.
| Evaluation systems other than the written exam are used to assess the application of knowledge. | Link teaching guide or poliformaT if required | See Model Table E, column 2 |
| Evaluation systems are used to assess the acquisition of specific competencies; | Polyform link if required | See Model Table E, column 3 |
| Transversal competencies are evaluated (the subject does not have to be a control point) | Polyform link if required | No evidence is required if the subject is a checkpoint. Only submit evidence if the subject is not a checkpoint, but cross-cutting competencies are worked on and evaluated. See Model Table E, column 4 |
P13. D1/E5-3/AE Detail of the evaluation system
| The evaluation systems and the weight of each one in the evaluation are defined at the beginning of the course. | Evidence already registered in databases(no evidence is required) | |
| In addition to a), the value of each of the evaluation acts is provided at the beginning of the course, or sufficiently in advance. | Link/s to document/lessonswith the definition of the detail of the value of each valuation event | See Model Table E, column 5 |
| In addition to b), the evaluation criteria(s) for the various evaluation events are provided at the beginning of the course, or sufficiently in advance. | Link/s to the document/lessons with the definition of the evaluation criterion/s for the different evaluation events. | Evaluation criteria refer to how an evaluation event is evaluated internally, e.g. for written exams (the value of each question) See Model Table E, column 6 |