Partial assessment in technical university degrees is typically organised independently within each subject. Exams are designed and graded separately, without explicit connections between them. While this approach ensures teaching autonomy and objective evaluation, it can also lead to a fragmented perception of learning, hinder the integration of knowledge, and reduce student motivation. This work presents a methodological proposal aimed at addressing these limitations through narrative coordination across subjects, specifically designed for the second midterm exams of the second semester of the second year of the Bachelor's Degree in Telecommunications Engineering.

The proposal is based on designing a coherent shared storyline that provides a common context for all partial exams, without altering their specific content or evaluation criteria. As a concrete example of this approach, the scenario places students in the role of engineers and researchers participating in an international mission to explore an unknown underwater city. Operating from the ABYSS Station subaquatic base, they face increasingly complex technical challenges that mirror the mission’s evolution, from initial planning phases to managing critical incidents under pressure. Each exam serves as an independent technical validation of its subject while contributing to a shared storyline. This proposal is designed for the second midterm exams of the second semester in the following subjects: Waves, Acoustics, Telematic Networks, Programmable Digital Systems, Microprocessor Systems, and Communication Theory. Briefings and mission updates will be provided between exams to maintain narrative continuity and immersion.

The main objective of this proposal is to promote meaningful, integrated, and engaging learning experiences. By arranging partial exams within a realistic and cohesive scenario, students can perceive subjects as complementary components of a unified project, strengthening interdisciplinary connections and reflecting professional engineering practice. At the same time, this approach facilitates teaching coordination across subjects without requiring structural changes to the assessment model or compromising instructors’ autonomy. Evidence shows that authentic, scenario-based learning can increase task performance by 10–20% and boost motivation for over 85% of participants [1], while narrative approaches have also been shown to improve comprehension and reduce assessment anxiety for 85% of students [2]. Overall, this methodology aims to demonstrate that narrative can be an effective pedagogical tool for structuring assessment in technical education, transforming the partial exam from an isolated test into an opportunity to reinforce knowledge integration and skills development.

References:
[1] J. Herrington, T. C. Reeves, and R. Oliver, A Guide to Authentic e-Learning. New York: Routledge, 2010.
[2] N. Diekelmann, “Narrative pedagogy: Heideggerian hermeneutical analyses of lived experiences of students, teachers, and clinicians,” Advances in Nursing Science, vol. 23, no. 3, pp. 53–71, 2001.

Keywords: Integrated assessment, scenario-based learning, engineering education.