Marianna Capo, Rosaria Capobianco

1. COMPETENCE ASSESSMENT AT UNIVERSITY: TO BE AN ACTIVE PART IN everybody FUTURE EDUCATIONAL CHOICES • Marianna Capo, Rosaria Capobianco University Centre SInAPSi (Services for Active and Participated Inclusion of Students University of Naples Federico II (ITALY)

2. From “the knowledge era” to “the competences era” • The efficacy and efficiency of an educational process is acknowledged and validated no more on the basis of the knowledge acquired but on the basis of the acquired and developed competences.

3. The components of competence The competence is made up of five elements: • motivations • traits • self-image • knowledge • skills (Lyle and Signe Spencer, 1993)

4. The assessment of Competences • The methodology of the Assessment of Competences (AdC) was born, after the Second World War, in Quèbec and in the United States. • From Canada it has developed and extended mainly in France, one of the European countries that more than others tested and improved the assessment process. • From France the AdC has extended in the whole Europewithin the framework of the the European Recommendations.

5. The choice of an integrated Assessment model According to the Levy-Leboyer’s1993, classification, there are four approaches to the Assessment of competences: relational approach, differential approach, ergonomic or expert approach, the approach based on the self-image. The Psycho-pedagogical Services Center of the University SInAPSi (Services for Active and Participated Inclusion of Students) adopted a model which integrates all of them.

6. The integrated model is based on some fundamental principles: • an auto-evaluative approach • the centrality of students • the transferability of competences in other contexts in a lifelong/lifewide perspective.

7. An explorative study on the competences NEEDED TO BE SUCCESSFUL AT THE university In 2011/2012 academic year an Assessment of Competences devices has been developed and tested on a selection of first year students of the University in Federico II (Naples, Italy). In 2012/2013 an assessment protocol has been defined and used with first year students of five university courses with the following objectives: • Helping/supporting/orienting students to be more aware of their resources, to support them in a process aimed to the construction/reconstruction of skills and meta-skills; • carrying out a "recognition/mapping" of the skills (life skills, core competence, etc.) considered as fundamental resources for the individuals • elaborating a learning support and university inclusion plan aimed at developing the skills and competences

9. At the same time the fundamental center of Life Skills, identified by OMS, defines a set of basic cognitive, emotional and relational abilities supporting individual and social life experiences.

10. Stepsof the COMPETENCE assessment The Assessment device is articulated into three steps, each of them characterized by the use of different tools. • 1st step: presentation and welcome • 2nd step: inquiry • 3rd step: conclusion All the sessions with the students are guided by a specialist in pedagogy and a specialist in psychology, with expertise in group dynamics and auto biographical narration practices.

11. tools • SELF-EVALUATION QUESTIONNAIRE The questionnaire is formed by forty items and proposes a serious of claims in respect to which students have to be set along a continuum from 1 (not in the list) to 5 (too much) (Five answers Likert’ Scale). The questionnaire presents a compact and clear graphic setting, it is developed in auto-filling and auto-explicated way, because items are simple and short. The choice and the structure of items are referred to key competences that in a planning location have been selected in this way • SATISFACTIONQUESTIONNAIRE:it is a multiple choice tool aimed at exploring the levels of satisfactions of the students according to a five points Likert’ Scale (to avoid intermediate choices) with range points defined in a global manner (“extremely”, “very much” “enough”).

12. A narrative assessment Session dedicated to “My story”

13. My story • The auto-analysis dimensions explored through the answers given in the self-evaluation questionnaire and in the descriptions contained in “My story” concern: • Formative and professional experiences • Motivations/story • Self-image/auto efficiency • Projects/interests. • This work satisfies the belief that, starting from the guided narration, into the semi-structured situations, is possible to introduce into the auto-knowledge and auto-development of every partaker, elements of reflection and comparison about “self-in situation” and in particular about “self-in relation”

14. Between 2011 and 2013 more than 250 first year’ students of different courses of the “Federico II” University in Naples, have been contacted. • A large amount, 144 students participated to the competence assessment process. • Thanks to an introductive analysis of the data collected, it has been possible to trace a map of the competences of the students • The students come from the following university courses: Agricultural Technologies and Environmental and Forest Sciences, Social Service and Modern Studies.

15. Map of the competences(a.a. 2011/2012 and 2012/2013)

16. COMMENTS AND CONCLUSIONS • The skillsassessmentallows the studentstounderstandif the currentcompetences (key, specific and cross competences) can cross in a synergisticgrowthpathwith the knowledge, the competences and the abilitiesofferedby the educational pathofuniversity, or ifisnecessarytoconsideractionstorealign the input and output skills. • The skillsassessment can beanusefulvehicleto guide the student in the dynamicplanofhis future, helpinghimto have anactive part in his future educational choices.

17. THANKS FOR YOUR ATTENTION