Satisfaction Assessment for Students of

Abstract

The change in the concept of academic credit, currently based on the personal student's work, and the new evaluating methods, forced us to modify our teaching and grading, with the development of new teaching resources. For this reason, the professorship of Building Materials of the Degree in Building Engineering need to know the satisfaction grade of our pupils in this new situation. The purpose of this study was to study the level of the satisfaction on university students' across a survey with peer assessment in two different years. This work can be used to evaluate the satisfaction level of students and to put forward suggestions to improve the overall satisfaction. A method to evaluate the satisfaction level of students in a technical institution is suggested here. It has been raised a assessment based on 12 questions about Building Materials subject which was answered by First Year students of the Degree in Building Engineering. This subject is taught in the first semester of the first academic year of the degree. It is a basic training subject with 6 ECTS credits. The study is completed when undergraduate know their academic mark and it is voluntary. Questions are focus on "teacher preparation and dedication", "teacher method to give the lesson", "quality of teaching resources", "adequacy between level required in the evaluation and the level reach in class" and "student academic results". The undergraduate can answer in five levels of satisfaction. The evaluation of the assessment is done scoring from 1 to 5 depending on: 1: Unsatisfactory; 2: Poor; 3: Average; 4: Good; 5: Excellent. Investigation results are consolidated into three sectors which are obtained by joining answers 1 and 2 in a group called "Bad", sector of answer 3, "Average", and the third group, including 4 and 5 answers, called "Good". With the statistics obtained, we analyze the satisfaction in each question in academic years 20102011 and 2011-2012, making an effort in the results with a lower acceptance by students. Then, the outcome of both years is compared with the intention to determinate the evolution. Depending on the progression, decisions will be taking to improve the future student satisfaction. Additionally, the findings indicate that the validity and reliability of student generated rating scores were acceptable in all the cases.