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Next academic year 2010/2011 next degrees will begin in the University of Alicante. In particular, in the Polytechnic High School will start 7 new degrees adequate to the “Real Decreto 1393/2007”. Recently Spanish government has described the new legislation to organize the new university degrees according the European Higher Education Area. The recommendations and the laws can bee seen in the official Spanish Government publication named “BOE”. One of the main instructions is that the basic subjects must be studied in the first half of the degree with a minimum of 6 ECTS. Taking into account this fact the mobility of the students from one degree to other will be easier. In the University of Alicante Physic subject is an important basic area in Engineering and Architecture degrees. In this sense, in this work we present the project to obtain a common physic subject for each degree. In this project have been participated some of the lectures of the physic of Polytechnic High School in University of Alicante. This work was supported by the Office of Strategical Planning & Quality of University of Alicante and by the ‘Vicerrectorado de Tecnología e Innovación Educativa’ of the University of Alicante, Spain (GITE-09006-UA).

Since academic year 2003/2004 a series of modifications has been introduced in physics subjects of the Engineering degrees of the University of Alicante in order to achieve a continuous evaluation. The importance of continuous evaluation increases the students’ success, in particular in experimental subjects, where the level of abstraction needed for a correct comprehension is considerably high. In this work we have analyzed and evaluated the modifications introduced for the student’s continuous evaluation. We have compared results for the last three academic years with the previous ones using the standard evaluation methods. Finally, since the continuous evaluation activities are optional, we have analyzed the evolution of the student attitude to these new proofs and the results achieved at the end of the year. After analyzing these results, we can conclude that a continuous evaluation increases the student’s success in physics subjects. Furthermore, it is important to mention that the student’s active participation during the lectures has also increased. In this sense it is clear that a continuous evaluation forces the students to dedicate more time to study the subject.