prof. dr. f. dochy ,
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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 Pitfalls concerning assessment Conclusions
Statement
Education & training is driven by people – engagement of students and teachers make the difference.
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
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’.
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 “
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
How did ‘assessment’ arise? Language issue Assessment = measurement Assessment = new modes of
assessment
New modes of ASSESSMENT
Origin: Simultaneously in US en EU
US
Testing industry; testing agencies; large scale assessment / national tests.
1995: Rise of counter streaming ‘Assessment for learning’ - R. Stiggins (Assessment Training Institute).
Certainly portfolio assessment is popular in de US.
Europe Much further in educational innovation Mainly higher education implements new
teaching methods suchs as Problem based learning, Project based learning, Case based learning, Assignment based learning, and other types of cooperative learning
Students experience incongruence between teaching and exams
Introduction of ‘New modes of assessment’ that do match with the teaching goals and (Birenbaum & Dochy, 1995).
Findings in HE There are too many tests and exams. Most of them are summative (or hidden
summative) This excess of testing is not really needed to
assess the performance level of students This gives the impression of a hurdles course
competition that does not meet students’ interests.
Interest, choice, room for development (« Engagement ») was lacking
‘assessment for learning’ and cooperative learning methods could bring this back
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 in the learning process (formative function / assessment for learning)
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.
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
Tips CBL & Assessment Assessment steers learning Use more feedback (e.g.videomaterial) Use PA more frequently:assess peers, formulating
criteria by students themselves. “Educate” students in this matter: structural part
of the “vision” of the training programme – create a safe learning climate.
Take care of a building up of assessment criteria for competences for each performance , and then repeat these assessment criteria for a complete assessment of key competences.
CBL is visible in a directedness towards more generic competences, more self responsibility and more imbeddedness in professional practice.
« Engagement « in competence based education:
Scientific proof and influences on performance
Nucleus of competentce based learning: “Engagement” - “Learning that lasts”
Composing characteristics: More attention for selfregulation and
metacognition; Space for self-responsible learning; Learning with authentic tasks; Learning is seen as a social activity, team
learning; Learning is using ICT; New modes of assessment are used that fit the
prior conditions /requirements.
Scientific evidence? (UvA, 2007; KUL, POOLL, 2010)
CBL Scientific evidenceMore attention
for selfregulation and metacognition
Convincing evidence that these are effective instructional variables;
Insufficiently known which components have most influence and if they differ for age groups, types of students, disciplines and types of tasks.
Scientific evidenceSpace for self-
responsible learning
Fully unguided learning is not effective Self-responsible learning with instruction and
guidance/coaching shows good results Students seem to have a preference for constructivist
learning where teachers are coaches Students differ in the level of support or external
steering they need Self-responsible learning is not the best option for all
students Autonomy-supporting coaching is showing
significantly better results than controlling ways of coaching (Sierens, Goossens, Dochy, et al., 2007)
Scientific evidenceLearning with
authentic tasks and in authentic environments
Learning in more authentic contexts leads to better performance in skills, and equal performance in knowledge (Dochy, Segers, Gijbels & Van den Bossche, RER, 2003)
Building on prior knowledge of students should be done: prior knowledge is the strongest predictor of performance(Dochy, Segers & Buehl, RER,1999). Interest is strongly interwoven with prior knowledge.
Not too much is known about conditions that increase transfer to new contexts: learning climate and managerial support do help transfer.
Scientific evidenceLearning is
seen as a social activity, team learning
Collaborative learning is to prefer above individual learning; it leads to better performance (Johnson & Johnson)
Psychological safety and interdependence are the best predictors of team learning (Dochy et al., 2011). Students should feel safe in their group and be dependent upon all others to reach the goal, solve the task.
Scientific evidenceLearning using
ICT and social media
Computers and software in classrooms as such doen not lead to more effective education.
ICT offers many possibilities to make education more attractive and independent of time and place.
Scientific evidenceUsing new modes
of assessment Assessment steers learning – “The tail
wags the dog”!!
Students prefer new modes of assessment.
Congruence is needed between learning, teaching and assessment.
Student perceptions of assessments influence their behaviour to a larger extent than the actual facts.
Further recent research
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?
Decuyper, Dochy & Van den Bossche (2009-2012)
Learning in teams: psych. safety; interdependence, high workload, high expectations, autonomous motivation
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
Assessment –pitfalls
Are students well prepared for new modes of assessment?
Are assessors well trained?
Are the assessment conditions appropriate?
Pitfalls for assessment
1. Only using assessment centers (with simulations and assessors)
Also a strong knowledge base is
important. Knowledge is part of every compentence and should be assessed.
Pitfalls for assessment
2. Een mix of new and old modes of assessment is lacking.
Mix of assessments: necessityProduct assessment
Process assessment
Assessment of learning
Assessment for learning
Co-assessment
producttest
OAT
Process report
Knowledge test
Practical ass
180° feedback
360° feedback
assessmentportfolio portfolio
?
?
?
Pitfalls for assessment
3. Comparing the output of CBL with traditional education
The output is by definition different since goals differ. Do not compare apples and oranges.
Pitfalls for assessment
4. New modes of assessment can have the same disadvantages as traditional tests.
E.g.: portfolio assessment (1 per training program; incl. a reflective report; structure; oral assessment)
(Teaching to the test; anticipating by students; …)
Pitfalls for assessment
5. The 40/80 concept
Do we really need 80 tests to value students? Do not add new assessments on top of all existing assessments.
.
Pitfalls for assessment 6. Lack of an assessment policy
Competence matrixAssessment matrixAlignment of assessments within the
curriculumClear cut-off scores
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)
Engagement?
External factors?
Further readingSegers, Dochy & Cascallar (2003). Optimizing new modes of
assessment. Boston/Dordrecht: Kluwer Academic.Dochy, F., Berghmans, I., Kyndt, E., Baeten, M. (2011).
Contributions to innovative learning and teaching? Effective research-based pedagogy - a response to TLRP's principles from a European perspective. 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.pdfPublicaties op POOLL research centre & F. Dochy:http://ppw.kuleuven.be/o_en_o/pooll/publicatiespooll/publfdochy
Questions?
Thank you for the invitationFilip.Dochy@ppw.kuleuven.be
Centre for Research on Professional Learning & Development, Corporate Training and Lifelong Learning
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