Thank you for your kind reply!
In regards to assessment, we do formal and informal assessments, formative and summative assessments, and the students are given the “criteria” at the start of the course, so they are aware of the specific learning goals the will be evaluated on/after, in regards to how far they (the student(-s)) have come in their competence development. Transparency is important.
Methods of giving assessments can be oral during project work/course duration or learning processes; it can be on written hand ins or oral presentations (relatively informal, but hopefully formative) It can be as a final grade on an exam – but then with clear criteria for what we are assessing their work on (summative and formal assessment). Also we do peer review – students evaluate each other (formative) and selv review, e.g through questionnaires (mostly formative) These last ones are often obligatory but not graded, as we know they are useful for a learners learning process.
Competences are divided into “knowledge, skills as well as general competencies” – these can be from basic skills like “knowledge about”, to being able to “comprehend” and being able to “apply” knowledge in a specific situation to higher thinking skills like being able to “analyse”, “synthesise” and “evaluate”. This source can be useful for a start: https://trainingindustry.com/wiki/content-development/blooms-taxonomy/
Interesting presentation! Could you kindly give some ideas about the competences assessment especially in a production context?
Thank you for your kind reply!
In regards to assessment, we do formal and informal assessments, formative and summative assessments, and the students are given the “criteria” at the start of the course, so they are aware of the specific learning goals the will be evaluated on/after, in regards to how far they (the student(-s)) have come in their competence development. Transparency is important.
Methods of giving assessments can be oral during project work/course duration or learning processes; it can be on written hand ins or oral presentations (relatively informal, but hopefully formative) It can be as a final grade on an exam – but then with clear criteria for what we are assessing their work on (summative and formal assessment). Also we do peer review – students evaluate each other (formative) and selv review, e.g through questionnaires (mostly formative) These last ones are often obligatory but not graded, as we know they are useful for a learners learning process.
Competences are divided into “knowledge, skills as well as general competencies” – these can be from basic skills like “knowledge about”, to being able to “comprehend” and being able to “apply” knowledge in a specific situation to higher thinking skills like being able to “analyse”, “synthesise” and “evaluate”. This source can be useful for a start: https://trainingindustry.com/wiki/content-development/blooms-taxonomy/