Competence-based learning & e-assessment in HE Nati Cabrera1, Lourdes Guàrdia1, Marc Romero2, Marcelo F. Maina1, Ana Rodera3 1Edul@b
research group, Psychology and Educational Sciences, Open University of Catalonia (UOC), Catalonia 2 Edul@b research group, Computer Science, Multimedia and Telecommunication studies, Open University of Catalonia (UOC), Catalonia. 3e-Learn Center, Open University of Catalonia (UOC), Catalonia.
Competence
Being competent
Student’s role
Capacity to mobilize all types of resources (cognitive, social, etc.) to take decisions and/or solve complex situations in an efficient way
Entails selecting and combining available knowledge to provide an adequate response to a situation
Active role of students: Self-regulation& autonomy.
BACKGROUND
Objective 2
Teacher’s role
Objective 1
OBJECTIVES To develop… Guidelines & tools to facilitate competencebased e-assessment in HE
Change in the teachers’ role. The focus is… on the students' learning process & the evaluation of competences.
To analyze… best competence-based learning and assessment practices focused on ICT.
Qualitative and quantitative techniques
Main results
METHODS
RESULTS Multiple case studies document analysis Data gathering tools: •focus groups •expert systematic review literature review •questionnaires
Instrumental outcomes I
Tools as … rubrics, structured blogs, and a specific Competence Assessment Tool (CAT)
Instrumental outcomes II
Which competences could be develop through a VLE; Guidelines for their assessment. Accessible at http://hdl.handle.net/10609/21781
Projects
CONCLUSIONS New research project involving eight Spanish universities that analyses, the effectiveness of university competence-based assessment on employability.
Competence-based e-assessment must… …be well contextualized to be relevant, meaningful, applicable, transferable, truly formative. … incorporate feedback (adequate, appropriate, timely, sufficiently) … allow interaction … integrate tools easy to use for both (students and teachers). … take into account the workload of both (students and teachers).
Key factors for analyzing Main results and evaluating good practices on competency-based.
Publications
–Ion, G., Cano, E. & Cabrera, N (2013) Competences Assessment Tool (CAT). Evaluation of an innovative competence-based assessment experience in higher education. In Innovations in Education and Teaching International. 1470-3297 –Cabrera, N. & Delgado, A. (2011) La diversidad de actividades de evaluación continuada como estrategia para el desarrollo de competencias. Derecho Financiero y Tributario en la Universidad Oberta de Catalunya. En Elena Cano (coord.) Buenas prácticas en la evaluación de competencias. Cinco casos de educación superior. Barcelona: Laertes. Cap II pp. 51-64. – Guàrdia, L. (Coord.), Cabrera, N., Maina, M., & Sangrà, A. (2009). La evaluación de competencias a través de los foros asíncronos: El caso del Máster en educación y TIC de la Universitat Oberta de Catalunya. En G. Rodríguez (Dir.), EvalHIDA: Evaluación de competencias con herramientas de interacción dialógica asíncronas (foros, blogs y wikis) Capítulo 6, (pp. 178-197). Servicio de Publicaciones de la Universidad de Cádiz. – (…)
Contact:
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