The aim of this work is to present the adaptation to the European Higher Education Area of a questionnaire on the opinions of University of the Basque Country students about their lecturers teaching process. This process undertaken at the University used a mixed methodology approach. After reviewing questionnaires from other universities, taking into account the theoretical framework of the new questionnaire, the transversal skills adopted by the University and the three dimensions set out by ANECA, a series of indicators and possible items deemed suitable to be included in the new questionnaire were drawn up. This theoretical framework, the indicators and the items were all compared and contrasted within various focus groups undertaken with experts in the topic, with lecturers from the different areas of the University, and with students. Based on this comparison, the pilot questionnaire, which had 18 items plus two more criterion-referenced items, was drawn up. This was applied to a sample of almost one thousand students. The analyses carried out to compare the efficacy of the items, as well as the reliability and the validity of the test, show that the questionnaire rigorously complies with the standards required by this type of instrument. Finally, in the discussion of the results, certain controversial aspects, or those relating to improving the evaluation of the university teaching staff, are presented. Indicated amongst these aspects, is the need to incorporate the questionnaire into a more wider-ranging evaluation plan, such as DOCENTIA, the possibility of creating ResumenEl objetivo de este trabajo es presentar el proceso de adaptación al Espacio Europeo de Educación Superior del cuestionario de opinión del alumnado sobre la docencia de su profesorado que se ha seguido en la Universidad del País Vasco. En este proceso se ha adoptado una metodología mixta. Tras efectuar la revisión de los cuestionarios de otras universidades, teniendo en cuenta el marco teóri-co del nuevo cuestionario, las competencias transversales adoptadas por la Universidad y las tres dimensiones que señala la ANECA, se redactaron una serie de indicadores y posibles ítems susceptibles de conformar el nuevo cuestionario. Este marco teórico, los indicadores e ítems fueron contrastados en diversos grupos de discusión realizados con expertos en el tema, profesorado de distintas áreas de la propia universidad y alumnado. A partir de este contraste se construyó el cuestionario piloto. El mismo consta de 18 ítems más dos ítems criterio. Fue aplicado a una muestra cercana al millar de alumnos. Los análisis realizados para comprobar la eficacia de los ítems, así como la fiabilidad y la validez de la prueba señalan que el cuestionario cumple con rigurosidad los estándares exigidos a este tipo de instrumentos. Por último, en la discusión de los resultados, se presentan algunos aspectos de controversia o mejora de la evaluación del profesorado universitario. Entre otros, se señala la necesidad de insertar el cuestionario en un plan de ev...

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This paper reports an evaluation carried out from 1999 to 2003 in 55 schools in the Basque Autonomous Community involving more than 10,000 secondary school students. The variables measured include achievement in Spanish, metacognitive skills, learning strategies and variables related to the students' family environment. The measurements were made at three different times in the last year of primary, and second and fourth years of secondary school. The main aim of this research study is to conduct a longitudinal study of the students' achievement using a measuring unit which can be used for the three measurements for all the students. The data reported in this paper focus on proficiency in the Spanish language. Data were analysed using a hierarchical linear model (HLM) with three levels: (1) the three students' measures at three different points in time; (2) individual variables related to the students; and (3) the variables related to the schools. The paper presents a model of change in achievement in Spanish by examining the influence of background variables including socioeconomic status (SES) of the family and the school, gender, and type of school (private or public). The results indicate that there is a linear increase of scores inSpanish along the school grades. D model students with Basque as the language of instruction obtain lower results than the rest of the students. Other variables such as gender, SES (family and school) and metacognition also have a significant effect.

This paper analyses job satisfaction and differences in factors affecting it among workers with an intellectual disability and mental illness (MI) depending on their work regime [special employment regime (SER) or occupational service (OS)]. To do so, answers were analysed from 874 participants on a Job Satisfaction Scale used in sheltered workshops in Spain. The results indicate that job satisfaction among workers with intellectual disability and MI in both the SER and the OS regimes is high, with the highest job satisfaction deriving from the Items of communicating problems to resolve them. The lowest levels of job satisfaction are related to the opportunity to take decisions and participate at work. In the majority of the Items analysed, no differences were found on the basis of the age groups considered nor the gender of the participants.

A learning-by-teaching methodology through games can be used to promote informatics (computer science) in primary and secondary education. Applying the proposed activities can change students' perception of informatics from seeing it as merely using computers to seeing its relationship with mathematics. The experience can also help students acquire competences in teaching. Background: Although students, specifically in primary and secondary education, are increasingly competent in terms of technology use, it has been found that in many cases informatics, as a science, has been relegated to a secondary status; it is usually considered only as a tool or additional resource, and not as an object of study. Intended Outcomes: To refine the application of the learningto-teach-to-learn (L2T2L) methodology, a learning-by-teaching methodology that has students learn and then, in turn, teach that learning to younger students, in cascade from university to secondary to primary students. To analyze its effects on students' attitudes toward informatics. Application Design: The model incorporates a learning-byteaching approach in a multistage sequence across different kinds of learners and teachers, using fun, game-like materials. Findings: The use of the action research methodology allowed adjustment of the educational methodology, providing more reliable data and enough experience to suggest how to extend the project to a broader audience. Although the results obtained were less significant than expected, the experience did give students a more realistic view of informatics.