Competencies, Skills and Assessment

Ministry of Education, 2007

2019

Este texto trata de um estudo que temos vindo a desenvolver numa unidade curricular de segundo ciclo de estudos de Bolonha relativa ao ensino do Português como língua materna. Este estudo compreende uma parte centrada na apreciação da metodologia de ensino e do sistema de avaliação adotados na unidade curricular feita pelos estudantes, apresentada sob a forma de uma reflexão escrita individual incluída no portefólio a entregar no fim do semestre. Partese do princípio de que, quanto mais conscientes estiverem dos seus objetivos, mais facilmente desenvolverão as competências visadas, obtendo melhores classificações. A análise de conteúdo dos dados recolhidos, combinada com estatística descritiva (frequências absolutas e relativas), incidindo sobre o desempenho dos estudantes e as suas representações revelou que efetivamente quanto mais conscientes estavam desses aspetos, mais competências desenvolviam e melhores notas obtinham no fim do semestre

Assessment & Evaluation in Higher Education, 2020

As many universities worldwide have incorporated holistic competency development into their course goals, developing assessment literacy in these competencies is placed high on the agenda. Yet, existing literatures on assessment literacy tend to focus on disciplinary knowledge, with little reference to holistic competencies. Based on 29 focus group interviews with 122 students from six universities in Hong Kong, this study first explores the extent to which previous conceptualisations of student assessment literacy also apply to assessing holistic competencies. Findings are subsequently used as a base for discussion towards a new framework of student assessment literacy in holistic competency development which constitutes four dimensions, i.e. knowledge, attitude, action and critique. The renewed framework incorporates features specific to holistic competency assessment, further highlights students' critical engagement with assessment, and understands learners as active agents who exercise discretion in holistic competency assessment.

Technical and Vocational Education and Training: Issues, Concerns and Prospects

In this paper we proposed to identify students' perceptions on the importance, from their perspective, of evaluation methods and on the teachers' reasons for choosing specific evaluation methods. We intend to identify a model that teachers can follow when choosing the evaluation methods in accordance with student-centered learning process and competence-based approach. We research the evaluation process from the perspective of the methods used, the importance of methods from student perspective, student capacity to make recommendations on the use of certain evaluation methods. The methodology used is the questionnaire-based inquiry applied to those students who made their choice for a teaching career. The conclusions show the differences between students in different study programs on the importance of evaluation methods and the differences between their perceptions on why teachers choose the evaluation methods.

2002

Twelve individuals, each of whom had an extensive background in competency-based postsecondary education but in vastly different settings, were brought together. Their charge was to develop a project in the area of competency-based education that would be of value to a wide spectrum of the postsecondary education community. At its first meeting, this Working Group concluded that since competency-based initiatives were relatively new in postsecondary education, the most useful task they could undertake would be to develop a basic guide to postsecondary competencies. This guide would be intended for educators who were unfamiliar with the field but who might have an interest in establishing a competency-based initiative at their postsecondary institution. This report is the result of that undertaking.

Course design provides teachers an organizing framework for understanding the role and significance of many of the new ideas on teaching and allows them to address many of the issues they face in the classroom. This paper addresses two aspects of course design, namely competencies and test items in alignment with identified competencies. A method of writing competencies and test items and tagging them to achieve the desired alignment has been suggested. The attributes with which the competencies are tagged include besides others Blooms cognitive levels and categories of knowledge including those of Engineering as proposed by Vincenti. Furthermore, a representation of competencies and aligned test items has been suggested using standards defined by IEEE and IMS Global.

2009

Baartman, L. K. J., Bastiaens, T. J., Kirschner, P. A., & Van der Vleuten, C. P. M. (2007). Teachers’ opinions on quality criteria for Competency Assessment Programmes. Teaching and Teacher Education, 23, 857-867.

Procedia - Social and Behavioral Sciences, 2015

When we talk about learning assessment, we refer to something extremely complex, then we usually reduce it to two main polarities: the result and the process of learning, the former referring to the learner's achievements, the latter to the process by which the achievements have been attained. In this work, we take up the concept of competence as the concept around which to organize the formative process, the keyword for the project and the evaluation, the standard direction for the didactic action. Without going into the merits of learning theories, relating to educational psychology, whose analysis is not within the sphere of this contribution, we will restrict our work to the analysis of the relation among the new learning paradigm, the concept of competence, developed in accordance with this paradigm and the process concerning the assessment.