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Prof. Dr. F. Dochy ,

Learning 2020: Competence based learning , learning in teams and new modes of assessment – Lessons from research and practice. Prof. Dr. F. Dochy ,. Inhoud. Recent developments Competence based learning (CBL) Assessment Scientific research underlying CBL Further research

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Prof. Dr. F. Dochy ,

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  1. Learning 2020: Competencebasedlearning, learning in teams and new modes of assessment –Lessonsfromresearch and practice. • Prof. Dr. F. Dochy,

  2. Inhoud Recent developments Competence based learning (CBL) Assessment Scientific research underlying CBL Further research Pitfalls concerning assessment Conclusions

  3. Statement Education & training is driven by people –engagement of students and teachers make the difference.

  4. Recent developments • Europe: unified education market = higher education space • Uniform BaMa system • Interchangeable credits (ECTS) • Credits based upon acquired competences • Accreditation and quality assurance of training programmes

  5. Recent developments: Relation education – labour market • Also informal learning is useful • Tuning with the labour market • Learning in authentic contexts • Knowledge economy: knowledge production is a critical production factor (mass production moves to Asia) • Learning is ‘development’, ‘flow’ and not en pure ‘memorising’, ‘stock’.

  6. A. Toffler (1928) : nine to five …Peter Drucker (1909): The age of discontinuity Learning & training in a knowledge economy:competence based learning The third wave …“The only thing we know about the future is that it will be different “

  7. How did CBL arise? • Compentence management as a reaction op function-oriented management. • Further developed to Talent Management • Pressure of labour market to deliver graduates that are immediately deployable • Introduced in HRM, in higher education, but rarely in corporate training programmes

  8. How did ‘assessment’ arise? • Language issue • Assessment = measurement • Assessment = new modes of assessment

  9. New modes of ASSESSMENT • Origin: Simultaneously in US en EU

  10. US Testingindustry; testingagencies; large scaleassessment / national tests. 1995: Rise of counter streaming ‘Assessmentfor learning’ - R. Stiggins (Assessment Training Institute). Certainly portfolio assessmentispopularin de US.

  11. Europe • Much further in educational innovation • Mainlyhighereducationimplements new teachingmethodssuchs as Problembasedlearning, Project basedlearning, Case basedlearning, Assignmentbasedlearning, and other types of cooperativelearning • Studentsexperienceincongruencebetweenteaching and exams • Introduction of ‘New modes of assessment’that do match with the teaching goals and (Birenbaum & Dochy, 1995).

  12. Findings in HE • There are toomany tests and exams. • Most of them are summative(or hiddensummative) • This excess of testingis not reallyneeded to assess the performance level of students • This gives the impression of a hurdles course competitionthatdoes not meetstudents’ interests. • Interest, choice, room for development (« Engagement ») waslacking • ‘assessment for learning’ and cooperativelearningmethodscouldbringthis back

  13. Characteristics of ‘assessment? • The aim is knowledge construction , not only knowledge reproduction • Also competences (knowledge , skills, attitudes in a context) • Use of real life situations/ auth. contexts (tranfer, professional relevance, motivation) • The student is actively involved in designing and executing assessment procedures (student is participant) • Integration of assessment inthelearning process (formative function / assessment for learning)

  14. New modes of assessment and assessment centres • AC: individual behaviour directed assessment through simulations and assignments using assessors • New modes of assessment: overall case based assessment; self-assessment; peer-assessment; co-assessment; portfolio-assessment; assessment interview; etc.

  15. Assessmentmethods in competence management • Competence interview (development) • Competencescan:students score themselves based on autentic examples of competences • 90° feedback: competencescan by student and teacher • 180° feedback: competencescan by student, peers and teacher • 360° feedback: competentcescan by student, peers, teacher and customer/client

  16. Tips CBL & Assessment • Assessmentsteerslearning • Use more feedback (e.g.videomaterial) • Use PA more frequently:assesspeers, formulatingcriteria bystudentsthemselves. • “Educate” students in this matter: structural part of the “vision” of the training programme – create a safe learningclimate. • Take care of a building up of assessment criteria forcompetencesforeach performance , and thenrepeat these assessment criteria for a complete assessment of keycompetences. • CBL is visiblein a directednesstowards more genericcompetences, more selfresponsibility and more imbeddedness in professional practice.

  17. « Engagement « incompetencebasededucation:Scientificproof and influences on performance

  18. Nucleus of competentce based learning: “Engagement” - “Learning that lasts”Composing characteristics: • More attentionforselfregulation and metacognition; • Spaceforself-responsiblelearning; • Learningwithauthentictasks; • Learning is seen as a socialactivity, team learning; • Learning is using ICT; • New modes of assessment are usedthat fit the prior conditions /requirements.

  19. Scientific evidence? (UvA, 2007; KUL, POOLL, 2010)

  20. Scientific evidence

  21. Scientific evidence

  22. Scientific evidence

  23. Scientific evidence

  24. Scientific evidence

  25. Further recent research

  26. Or is traditional teaching better than CBL anyway? Research of Baeten, Dochy & Struyven (2011;2012) and Decuyper, Dochy & Van den Bossche (2009-2012) CBL or traditional lectures? Learning in teams?

  27. Decuyper, Dochy & Van den Bossche (2009-2012) Learning in teams: psych. safety; interdependence, high workload, high expectations, autonomous motivation

  28. Research on teaching methods: Baeten, Struyven & Dochy, 2010-2012 • Gradually moving from lectures to case-based learning using new assessment modes has a surplus value for HE professional programmes • Teacher involvement is important in explaining autonomous motivation and achievement • It is difficult to enhance the deep approach to learning • Student motivational and learning profiles matter in explaining students’ perceptions of the learning environment

  29. Assessment –pitfalls

  30. Are students well prepared for new modes of assessment?

  31. Are assessorswelltrained?

  32. Are the assessment conditions appropriate?

  33. Pitfalls for assessment 1.Onlyusingassessmentcenters (with simulations and assessors) Also a strongknowledge base is important. Knowledgeis part of everycompentence and shouldbeassessed.

  34. Pitfalls for assessment 2. Een mix of new and old modes of assessmentislacking.

  35. Mixofassessments: necessity Product assessment producttest Knowledge test Co-assessment ? Practical ass OAT Assessment of learning Assessment for learning portfolio assessment portfolio ? 180° feedback Process report ? 360° feedback Processassessment

  36. Pitfalls for assessment 3.Comparing the output of CBL withtraditionaleducation The output is by definitiondifferentsince goals differ. Do not compare apples and oranges.

  37. Pitfalls for assessment 4. New modes of assessmentcan have the samedisadvantages as traditional tests. E.g.: portfolioassessment (1 per training program; incl. a reflective report; structure; oral assessment) (Teachingto the test; anticipating by students; …)

  38. Pitfalls for assessment 5.The 40/80 concept Do wereallyneed 80 tests to value students? Do not add new assessments on top of all existingassessments. .

  39. Pitfalls for assessment 6.Lack of an assessmentpolicy Competencematrix Assessmentmatrix Alignment of assessmentswithin the curriculum Clearcut-off scores

  40. Pitfalls for assessment 7. Assessment of learning (summative) squeezes out assessment for learning (formative; feedback) In an ideal world of self-responsible learning 80% of the assessments are formative (SA; PA; CA; other tests to provide feedback) and 20% is summative (to give final scores) (see also Black & William)

  41. Engagement?

  42. Externalfactors?

  43. Further reading Segers, Dochy & Cascallar (2003). Optimizing new modes of assessment. Boston/Dordrecht: Kluwer Academic. Dochy, F., Berghmans, I., Kyndt, E., Baeten, M. (2011). Contributions to innovativelearning and teaching? Effectiveresearch-basedpedagogy - a response to TLRP'sprinciplesfrom a Europeanperspective. Research Papers in Education, 26(3), 345-356. Boud, D. Et al.Assessment 2020. UTS Sydney. http://www.iml.uts.edu.au/assessment-futures/Assessment-2020_propositions_final.pdf Publicaties op POOLL research centre & F. Dochy: http://ppw.kuleuven.be/o_en_o/pooll/publicatiespooll/publfdochy

  44. Questions?

  45. Thank you for the invitationFilip.Dochy@ppw.kuleuven.be Centre for Research on Professional Learning & Development, Corporate Training and LifelongLearning

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