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ASSESSMENT  

ASSESSMENT  . VISIBLE – EXPLICIT. HIDDEN – TACIT How to make the hidden / tacit knowledge visible ?. Attitudes Prior experiences Beliefs Feelings Conceptions Expectations etc. Skills. Knowledge. The role and meaning of assessment ?. Competence-based assessment

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ASSESSMENT  

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  1. ASSESSMENT   VISIBLE – EXPLICIT HIDDEN – TACIT How to makethehidden/tacitknowledgevisible? AttitudesPrior experiences Beliefs FeelingsConceptions Expectations etc. Skills Knowledge Therole and meaning of assessment? Materials produced by I. Kunnari, A-M. Korhonen, J. Niinimäki & V. Parkkonen

  2. Competence-based assessment Introduction Kurdistan group28.11.2018 Jukka Niinimäki & Vesa Parkkonen Materials produced by I. Kunnari, A-M. Korhonen, J. Niinimäki & V. Parkkonen

  3. Summary of earlierinquiry • Number of similarities were found in the Finnish and in the Kurdistan higher education assessment  • Both countries have university guidelines for assessment • Both are assessing competence (knowledge, skills, attitude) • In Finland competence-based curriculum is based on EQF/NQF • Both countries are developing formative ​and summative assessment  • It could be stated that the Kurdistan assessment is more focused on mid- and final exams​  • In Finland project-based learning / work-based learning methods are more common -> Qualitative assessment, self-assessment, peer assessment, third party assessment  • Recognition and accreditation of prior learning is developing in  Finland Materials produced by I. Kunnari, A-M. Korhonen, J. Niinimäki & V. Parkkonen

  4. Objective (learningoutcomes for oursessions) • GettingfamiliarwithFinnishcompetencebasedassessment in highereducation and especially in professionalteachertraining • Understandingthe EQF/NQF as a basis for Finnishhighereducationassessment • UnderstandingFinnishhighereducationassessmentmethods and practice • Comparing and analysing Kurdistan and Finnishhighereducationassessmentsystems • Improvingfurtherthe Kurdistan highereducationassessement Materials produced by I. Kunnari, A-M. Korhonen, J. Niinimäki & V. Parkkonen

  5. Competence-based assessment  28.11 program 4.12 program • 10.00 - 16.00 • Reliabilityaspect • Assessmentmethods • Finalanalysis • Studygroupsconclusions • Enddiscussions • Clasroom B 216 • 9.00 - 10.15  • Validityaspect • Objectives and assessmentcriteria • 10.30 - 12.00 • Group work • 12.45 - 13.15 • Assignment for thedistanceperiod • Clasroom C 301 Materials produced by I. Kunnari, A-M. Korhonen, J. Niinimäki & V. Parkkonen

  6. Report on the referencing of the Finnish  National Qualifications Framework to  the European Qualifications Framework  and the Framework for Qualifications of  the European Higher Education Area  https://www.oph.fi/download/190482_Report_on_the_referencing_of_the_Finnish_National_Qualifications_Framework.pdf National Framework (NQF) for Qualifications and Other Competence Modules in Finland Level 4 -General upper secondary schools -Vocational qualifications (VET) -Furter vocational qualifications  Level 8 Licentiateordoctordegree Level 5 Specialist Vocational Qualifications Level 7 Master degree Level 6 Bachelor degree Upper secondaryeducation, likeVocationaleducation and training (VET) • HigherEducation • Universities • Universities of appliedsciences https://www.oph.fi/mobility/qualifications_frameworks Materials produced by I. Kunnari, A-M. Korhonen, J. Niinimäki & V. Parkkonen

  7. HIGHER EDUCATION INSTITUTIONS (HEI) • A) General Universities • B) Professional Higher education eg. • Universities of applied sciences (UAS) • Master's  Degrees(60-90 ECTS, 1-2 years) • Bachelor's Degrees(210-270 ECTS - 3.5-4.5 years) • Autonomous curriculums / assessment • UPPER SECONDARY EDUCATIONA)General upper secondary schools • B)Vocational education and training (VET) • State led national qualifications / assessment guidelines • Vocational qualifications (180 cp) • Further vocational qualifications (120-150 cp)Specialist Vocational Qualifications (160-180 cp) • Curriculum based education and/or apprenticeship training Materials produced by I. Kunnari, A-M. Korhonen, J. Niinimäki & V. Parkkonen ECTS 26,7 hours vs. VET Cp-competence points

  8. Competence • Qualification requirements • (Competence) objectives orLearning outcomes or • Vocational skills requirements • Knowledge  (Gognitive) • Skills  (Pscyhomotor) • Attitude  (Affective) • COMPETENCE (Ability) • Ability to apply one's own knowledge, skills in practice in work or studies (unique potential). http://ects-guide.tamk.fi/arviointi Competence objectives or learning outcomes - used in Universities of applied sciences Qualification Vocational skills requirements / objectives  - used in VET Materials produced by I. Kunnari, A-M. Korhonen, J. Niinimäki & V. Parkkonen

  9. Validity and reliabilityaspects on assessmentat competence-basedcurriculum • Reliabilitytheextent to which  an assessmentyieldsconsistentinformationabouttheknowledge, skillsorabilitiesbeing assessed • Whatkind of assessmentmethodsareappropriate and meaningful for intentedcompetence objectives/learning outcomes?How do the different assessment methods support the assessment of intended learning outcomes?  • How reliable assessment is by using various assessment methods? What is the role of different assessors in the assessment process or competence evaluation? • Validitytheextent to wichassessmentaccuratelymeasureswhat is intended to measure. • How precisely and in a clearwaytheassessementcriteriaarefocusing and coveringthecompetence objectives or learning outcomes in curriculum and in teacher's implementation plans. • Main target is creating consistency, coverage, clarity of the assessment process in order to establish a comprehensive and cohesive curriculum  Obs ! Validity and reliabilitycanalsohavedifferentinterpretationsdepending on point of view, likefocusing just studentpersonalcompetencefactorsorcurriculumlevelaspects. https://study.com/academy/lesson/validity-in-assessments-content-construct-predictive-validity.html https://study.com/academy/lesson/qualities-of-good-assessments-standardization-practicality-reliability-validity.html Materials produced by I. Kunnari, A-M. Korhonen, J. Niinimäki & V. Parkkonen

  10. Competence-based assessment • Assessment is based on the learning outcomes and assessment criteria of the modules (or courses) • The skills and knowledge necessary to take up jobs that correspond to the qualification level of the degree • https://www.hamk.fi/planning-studies/assessment/?lang=en • Competence based assessment at higher education OSPE -project materials ​for assessment • http://ospe.utu.fi/english.php • http://ospe.utu.fi/tiedotteet/Ospe_kriteeristo_102x21cm_8s_2014_ENG_netti.pdf​ Materials produced by I. Kunnari, A-M. Korhonen, J. Niinimäki & V. Parkkonen

  11. GENERAL COMPETENCES​ (21st century skills) • Key competences for lifelong learning  (VET)​ • 1. Learning and problem solving ​2. Interaction and cooperation ​3. Vocational ethics ​4. Health, safety and ability to function ​5. Initiative and entrepreneurship ​6. Sustainable development ​ • 7. Aesthetics ​ • 8. Communication and media skills ​ • 9. Mathematics and natural sciences ​ • 10. Technology and information technology ​ • 11. Active citizenship and different cultures​​ • Generic competences ​(Diak example)Universities of applied sciences ​ • Learning competence​ • Ethical competence​ • Working community competence​ • Innovation competence​ • Internationalization competence Competence-based qualifications (curriculums) Competence objectives /learning outcomes (UAS) Vocational skills requirements (VET) Assessmentcriteria(levels 1-5, pass/complement) Assessmentmethods Vocationaleducation​qualificationshttps://www.oph.fi/english/curricula_and_qualifications/vocational_upper_secondary_education https://www.diak.fi/en/assessment/competences-ba-degrees/ Haaga-Helia  curriculum http://www.haaga-helia.fi/en/opinto-opas/opintojaksokuvaukset/sal1rg101?userLang=en Materials produced by I. Kunnari, A-M. Korhonen, J. Niinimäki & V. Parkkonen https://www.lapinamk.fi/en/Students/Study-Guide,-Bachelors-Degree-Programme-Students/Assessment-of-Competence

  12. European Credit Transfer and Accumulation System (ECTS) credits • In Finland 1 ECTS credit = 26,7 hours student “average workload” • A standard means for comparing the "volume of learning based on the defined learning outcomes and their associated workload" for higher education across the European Union and other collaborating European countries. • One academic year is 60 ECTS credits. Normally 1500–1800 hours of total workload, irrespective of standard or qualification type. • 1 ECTS credit means about 25 – 30 hours student average workload in different European countries • In Finland VET we are using concept CP- competence point instead of ECTS • ECTS Users quide • http://www.ehea.info/media.ehea.info/file/ECTS_Guide/00/0/ects-users-guide-2015_614000.pdf • https://en.wikipedia.org/wiki/European_Credit_Transfer_and_Accumulation_System Materials produced by I. Kunnari, A-M. Korhonen, J. Niinimäki & V. Parkkonen

  13. Defininglearning outcomes/ objectives and assessmentcriteriain highereducation • EQF / NQF guidelines • Bloom's and Solo taxonomies to supportlearningoutcomes and assessment descriptions • Guidelinesprovidedbyeachuniversity (autonomity) Teachers are responsible in creatingnewcurriculum and assessmentcriteriasaccording to theguidelines above Materials produced by I. Kunnari, A-M. Korhonen, J. Niinimäki & V. Parkkonen

  14. NQF LEVEL 6, Bachelor degree https://www.oph.fi/download/191224_Tutkintojen_viitekehysten_osaamistasokuvaukset_FI_SV_EN.pdf Materials produced by I. Kunnari, A-M. Korhonen, J. Niinimäki & V. Parkkonen

  15. NQF LEVEL 7, Master's degree https://www.oph.fi/download/191224_Tutkintojen_viitekehysten_osaamistasokuvaukset_FI_SV_EN.pdf Materials produced by I. Kunnari, A-M. Korhonen, J. Niinimäki & V. Parkkonen

  16. https://ar.cetl.hku.hk/bloom.htm http://www.nwlink.com/~donclark/hrd/bloom.html Can beused to definingmorespecificobjectives and  assessmentcriteriadescriptionsin UAS curriculum and teachersimplementationplans Materials produced by I. Kunnari, A-M. Korhonen, J. Niinimäki & V. Parkkonen

  17. https://ar.cetl.hku.hk/bloom.htm Materials produced by I. Kunnari, A-M. Korhonen, J. Niinimäki & V. Parkkonen

  18. Case: Hamkquidelines for competencebasedassessment • Assement of studies quidelines.pdf https://www.hamk.fi/wp-content/uploads/2018/08/Toimintaohje_Opintojen_arviointi_2018_alkaen_EN-1.pdf • Assessmentcriteriainstructions for teachers https://www.hamk.fi/wp-content/uploads/2018/08/Assessment_criteria-2.docx • Recognition of prior studies (RPL) instructions https://www.hamk.fi/planning-studies/recognition-of-prior-studies-rpl/?lang=en Materials produced by I. Kunnari, A-M. Korhonen, J. Niinimäki & V. Parkkonen

  19. https://www.hamk.fi/wp-content/uploads/2018/08/Assessment_criteria-2.docxhttps://www.hamk.fi/wp-content/uploads/2018/08/Assessment_criteria-2.docx Materials produced by I. Kunnari, A-M. Korhonen, J. Niinimäki & V. Parkkonen

  20. https://www.hamk.fi/wp-content/uploads/2018/08/Assessment_criteria-2.docxhttps://www.hamk.fi/wp-content/uploads/2018/08/Assessment_criteria-2.docx Materials produced by I. Kunnari, A-M. Korhonen, J. Niinimäki & V. Parkkonen

  21. HAMK professionalteachereducationcurriculum • Study guide.pdf (curriculum) • CurriculaMore information • https://www.hamk.fi/professional-teacher/international-professional-teacher-education/?lang=en#Studying • https://www.hamk.fi/professional-teacher/international-professional-teacher-education/?lang=en Materials produced by I. Kunnari, A-M. Korhonen, J. Niinimäki & V. Parkkonen

  22. Assessmentcriteria in UAS    The learning outcomes of a module are usually assessed with numeric grades (scale 1-5) • 5 excellent competence • 4 and 3 good competence  • 2 and 1 satisfactory competence in relation to the module learning outcomes Assessment can be done also on a scale approved (hyv) fail (hyl), for example part of module assessment or work emplacement. https://www.hamk.fi/planning-studies/assessment/?lang=en Materials produced by I. Kunnari, A-M. Korhonen, J. Niinimäki & V. Parkkonen

  23. HAMK curricula • HAMK Degreeprogrammeshttps://www.hamk.fi/bachelors-degree-programmes-conducted-in-finnish/?lang=en • Business management and entrepreneurshipcurricula • https://www.hamk.fi/dp-master/business-management-and-entrepreneurship/?lang=en • https://huoasl.outsystemsenterprise.com/opetussuunnitelmat/ToteutuksenTiedot.aspx?ModuleCode=IB00BR87 • https://huoasl.outsystemsenterprise.com/opetussuunnitelmat/ToteutuksenTiedot.aspx?ModuleCode=IB00BR88 https://huoasl.outsystemsenterprise.com/opetussuunnitelmat/HomePage.aspx Strategic management 5 ECTS (3rd yearor RPL) Materials produced by I. Kunnari, A-M. Korhonen, J. Niinimäki & V. Parkkonen

  24. UAS curriculum cases • Laurea UAS  • https://ops.laurea.fi/index.php/en/68094/en/206688/TOH218SY/year/2018 • https://www.laurea.fi/globalassets/laurea/documents/laurea-degree-regulations • ​​TAMK​  UAShttp://ects-guide.tamk.fi/arviointi • http://opinto-opas-ops.tamk.fi/index.php/en/167/en ​ • Haaga-Helia​ UAShttp://www.haaga-helia.fi/en/students-guide/degree-programmes/business-information-technology-pasila-campus?userLang=en • http://www.haaga-helia.fi/en/Student%27s%20guide/Course%20descriptions/pro1sp001?userLang=fi • http://www.haaga-helia.fi/en/opinto-opas/opintojaksokuvaukset/bus1rg101?userLang=en • http://www.haaga-helia.fi/en/opinto-opas/opintojaksokuvaukset/sal1rg101?userLang=e ​ Materials produced by I. Kunnari, A-M. Korhonen, J. Niinimäki & V. Parkkonen

  25. CASE: Upper Secondaryeducation VET nationalqualifications • Reform: Ministry of Education and Culture • https://minedu.fi/en/reform-of-vocational-upper-secondary-education • Qualificationrequirements (hotel, restaurant and catering services 2010 – NOTE old version): • https://www.oph.fi/download/140422_vocational_qualification_in_hotel_restaurant_and_catering_services_2010.pdf • Someotherqualificationrequirements: https://www.oph.fi/english/curricula_and_qualifications/vocational_upper_secondary_education • Towards 2020 in vocational education and training • https://drive.google.com/drive/u/0/folders/0Bx3MJ0xjPRrZaUhTajF3ejFheGs • Competence-based qualification quide (this includes our old system, but partly it is relevant, I will explain) • http://www.oph.fi/download/156393_Competence-based_qualification_guide_2.pdf Materials produced by I. Kunnari, A-M. Korhonen, J. Niinimäki & V. Parkkonen

  26. Workshop  1,5 hours30 min  ( 5 groups) • Discuss the validityassessment in yourowncurriculum in relation to followingquestions • How are the competence objectives/ learning outcomes described in your curriculum? • How are the assessment criteria connected/related to objectives? • Describe the various assessment levels (criteria).  What kind of connections can you find in assessment criteria in relation to EQF/NQF or Bloom's taxonomy? Whatarethechallenges in determingvalidity in yourassessmentprocess? Materialsproducedby I. Kunnari, A-M. Korhonen, J. Niinimäki & V. Parkkonen

  27. Introduction and assignment for thecontactday 4.12. Theme: Reliability and methods in assessment Materials produced by I. Kunnari, A-M. Korhonen, J. Niinimäki & V. Parkkonen

  28. Competence-based assessment (Hamk) 1. Assessment of modules is based on the learning outcomes and assessment criteria of the modules.  2.Competence assessment also includes continuous feedback on student's progress.  • Assessment is continuous collaboration and interaction between students, teachers, workplace supervisors and project clients  • Students will get both written and oral feedback on how your competencies are developing  • The idea of feedback is to encourage you to develop one's skills and competence • Student will also have an important role in self and peer assessment process https://www.hamk.fi/planning-studies/assessment/?lang=en Materials produced by I. Kunnari, A-M. Korhonen, J. Niinimäki & V. Parkkonen

  29. Assessment is a processfor developingindividual competence Assessment of priorlearning (and RPL) Assessment in thestartingpoint (diagnostic) Continuousassessmentand feedback  (formative) Finalassessmentbased on variouskind of evidence (summative)  • Competencebasedlearningoutcomes (Skills, • knowledge • and attitude) • Generic • Subjectspesific Modules/courses Modules/courses Modules/courses Assessment of professionalgrowth STUDENT SELF-EVALUATION /SELF-ASSESSMENT PEER STUDENTS TEACHERS /TUTORS WORKPLACE INSTRUCTOR /ASSESSOR In practise –  WHAT, WHEN, WHO, WHERE, HOW? Materials produced by I. Kunnari, A-M. Korhonen, J. Niinimäki & V. Parkkonen

  30. Personalisation / RPL and assessment in Competence-Based Curriculum (UAS) Assessmentbased on competence objectives / learning outcomes Assessmentcriteriadescribethelevel of competence in each comptetence objective / learning outcome The idea of constructivealignment (Biggs, 2003) • Learning outcomes • Pedagogicalpractices • Learning environment • Assessment • Competencebasedlearningoutcomes • Generic • Subjectspesific • Skills and knowledge Modules/courses Modules/courses Modules/courses Assessment of professionalgrowth • Individualcareerlearning • Personal studyplan, • Larningdiary • Developmentevaluationdiscussions • ePortfolios Assessment of priorlearningand RPL Materials produced by I. Kunnari, A-M. Korhonen, J. Niinimäki & V. Parkkonen

  31. ASSESMENT IN NUTSHELL    Full material : Developingcompetencebasedcurriculum in HigherEducation Materials produced by I. Kunnari, A-M. Korhonen, J. Niinimäki & V. Parkkonen

  32. Studygrouppre-assignment for thecontactdays on the 4th of December • In yourstudygroupcreate an learningentity (an examplethe HAMK moduleconsisting of differentthemes/courses) in yourownfield of teaching and expertise.  • Write theobjectives for theentity. Useone of youruniversity'sentities.  • Describe  A) Objectives/learning outcomes of your learning entity B) Assessment criteria Create a presentation using Word or Power Point of your work and bring it to the contact day 4.12. for further work. We shall continue working on your presentation during the contact day. We are concentrating on assessment methods on the 4.12. Materials produced by I. Kunnari, A-M. Korhonen, J. Niinimäki & V. Parkkonen

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