introducing k eyconet caroline kearney, european schoolnet
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Introducing K eyCoNet Caroline Kearney, European Schoolnet Workshop 1: C omparing country approaches to assessing key competences Irish EU Presidency Conference on Better Assessment and Evaluation. Scope. European policy network. IMPACT ON POLICIES (recommendations). on the implementation. - PowerPoint PPT PresentationTRANSCRIPT
www.europeanschoolnet.org - www.eun.org
Introducing KeyCoNetCaroline Kearney, European Schoolnet
Workshop 1: Comparing country approaches to assessing key competences Irish EU Presidency Conference on Better Assessment and Evaluation
European policy network
on the implementation
of key competences
in school education
IMPACT ON POLICIES (recommendations)
KNOW HOW
PRIMARY & SECONDARY
GENERAL EDUCATION
EUROPEAN FRAMEWORK OF 8 KEY COMPETENCES:
1. COMMUNICATION IN MOTHER TONGUE
2. COMMUNICATION IN FOREIGN LANGUAGES
3. MATHS, SCIENCES & TECHNOLOGY COMPETENCES
4. DIGITAL COMPETENCE
5. LEARNING TO LEARN
6. SOCIAL AND CIVIC COMPETENCES
7. SENSE OF INITIATIVE AND ENTREPRENEURSHIP
8. CULTURAL AWARENESS AND EXPRESSION
Scope
Subject/knowledge based
Cross-curricular areas
These key competences are all interdependent, and the emphasis in each case is on:• critical thinking • creativity• initiative• problem solving
• risk assessment• decision taking• constructive management of feelings
Website, literature
reviews, case
notes/studies, PLVs,
videos, country
overviews, newsletter,
webinar, online
consultation on
recommendations etc.
Spread of
stakeholders in
countries covered
Other EU countries
Curriculum reform,
pilot project, school
experiment, national
strategy, public
debate, legislation,
etc.
Phases, role of
various
stakeholders,
evaluation, etc.
Identifying
analysing
mapping
KCD INITIATIVES
&
IMPLEMENTATION
STRATEGIES
Increasing
network
influence
through
dissemination
and membership
C o r e r e m i t : i d e n t i f y i n g a n d a n a l y s i n g emergent
s t r a t e g i e s i n i m p l e m e n t i n g k e y c o m p e t e n c e s i n t o e d u c a t i o n r e f o r m s , a n d p r o d u c i n g r e c o m m e n d a t i o n s .
Two main working areas
How to implement a holistic approach for an effective
change in the student curriculum?
Teacher
training
Student
assessment
Learning
resources
School
organisation
Major focus
Enablers? Obstacles?
Policy
•BMUKK (AT)•DGESCO (FR)•AKOV (BE - nl)•CEJA (ES)•NCCA (IE)•TIGER LEAP (EE)
Research
•Uni. Helsinki (FI)•Uni. Jyväskylä (FI)•EIESP (FR)•IFE (FR)•Uni. Oslo (NO)•Uni. Lisbon (PT)•Uni. Minho (PT)•UNED (ES)
Practice
• INSP.GEN (FR)• REKTORS-
AKADEMIEN (SE)• JA-YE (BE)
Partners
Consult our website & outputs
Brochure Newsletter Outputs on USB
Website (http://keyconet.eun.org)
Lit. review on KC assessment
Case note catalogue
Structure of workshop
•UK example (K. Grant)•FR examples (B. Pajot)Two presentations•3 groups (led by KeyCoNet partners)•1 question to answer per groupGroup discussions
•Rapporteurs to feedback 3 main points emerging from group discussion
Feedback
•Are key competences assessed in your country? •If so how are they assessed: through the curriculum or as an
extra assessment and qualification? •What are the advantages and disadvantages of each?Group 1:
How are KCs assessed?
•The use of portfolios as an assessment approach recognises the complexity of assessing experiential and active learning without reducing the process into an assessment focused on the acquisition of knowledge alone.
•What are your views?Group 2:
Portfolios
•Can ICT contribute to the assessment and evaluation of key competences?
•What are your experiences of the use of ICT in relation to key competences in your country?
Group 3:ICT
Questions for group discussion
ASDAN Certificate of Personal Effectiveness (CoPE)
Kath Grant – Head of Personal Effectiveness, ASDAN
ASDAN Certificate of Personal Effectiveness CoPE
Key Competences in Personal and Communication Skills
Assessed Competences in…• Working With Others• Improving own Learning• Problem Solving• Research• Discussion• Oral Presentation
Teaching & Assessment Contexts• Enterprise• Community & Volunteering• Work Experience• Outdoor & Adventure• Expressive Arts• Academic
Recording documents - mandatory
Supporting Evidence – individual
Support from Employers“Building up my own interior design business took skills they don’t necessarily teach you in school, skills like creative thinking and problem solving. Young people should be encouraged, through education, to follow their own passions and interests. They’re going to be much more motivated if they are allowed to express their individuality and if they can see how their learning connects to real life outside the classroom. I left school at 18 and it took me a while to find my calling, but once I did, there was no stopping me. Success came from pursuing my passion for vintage designs and from having the confidence to buck the trends of the time. It would be great if schools could instill that sense of self-belief in all students, and recognise creativity in the same way that they recognise academic achievement. That’s why qualifications like ASDAN’s CoPE are so important, because they allow young people to be recognised and rewarded for their individual talents, without requiring them to ‘fit the mould’.” Cath Kidston
Support from Employers“Employers need young people with the employability skills essential for work-and life. These skills- application of numeracy and literacy and IT, self management, team working, problem solving, business awareness-can be developed through school based study and work experience. Students who take ASDAN’s Certificate of Personal Effectiveness should be able to demonstrate that they have the skills employers are looking for-and they will be warmly welcomed by employers.” Susan Anderson CBI
Endorsement by HEBath Spa University Brunel University Burton College
De Montfort University Goldsmiths College Harper Adams University College
Heriot-Watt University King’s College London Leeds College of Music
London Metropolitan University Loughborough University Mid – Cheshire College
New College Nottingham Newman University College
Nottingham Trent University Oxford & Cherwell Valley College Swansea UniversitySwansea Metropolitan University The Royal Agricultural College University of Abertay Dundee(Formerly Swansea Institute of Higher Education)
University of Aberdeen University of Bradford University of Bedfordshire
University of Buckingham University of Cumbria University of Derby
University of Dundee University of Glasgow University of HuddersfieldUniversity of Liverpool University of Newcastle Wakefield College
York College
Network
• Free local meetings 3x year
• Cluster Leader advice
• Interim feedback
Resources
• CoPE resource pack • CoPE demonstration portfolios • CoPE posters• CoPE Schemes of Work ; Levels 1 &
2 • CoPE portfolio binder• CoPE stickers
Assessment of Key Competences: two French examples in lower secondary education
Bertrand PAJOT – General Inspectorate – French Ministry of EducationKeyCoNet Workshop19 March 2013- Dublin Castle
Background:
• A national policy: the development of the “socle commun” (core curriculum of knowledge and competences) introduced by the 2005 law, with 7 competences mainly mainly based on the European Key competences framework, and concerning each level of compulsory education (primary and lower secondary schools).
• A centralized country…but with the possibility of pedagogical initiatives at local level:– linked to national experiments, which want to test new pedagogical approaches or tools.– Linked to local experiments, in which pedagogical teams want to test new “know-how” to
answer to specific needs for their pupils.
Example 1:
• A pilot competences portfolio (collège de Montastruc): – Uses a pilot portfolio, defined at national level, but possibly adapted
to local use.– Compiles in and outside schools’ competences– Helps each student to :
• have a better understanding of competences• develop confidence in their own abilities and self esteem, at an age in which
their relations with teachers change a lot.• highlight their experiences and informal learning
Example 2:
• Competences and self esteem ( collège de Vérac):– implementation of non numerical assessments to reinforce
students’ self esteem and involvement in their studies.– development of an IT tool by the pedagogical team to help
assessment of the disciplinary and cross curricula competences.
Results:
• A better mastering of key competences by the teachers (content, link to syllabi and subjects, assessment of processes, etc.),
• Changes in students’ attitude toward their schooling, implying less stress about their learning skills.
• A real interest in other ways to assess: portfolio, non numerical evaluation by all stakeholders.
• positive influence in students’ achievement• better image of the school by the students and their
families.
Prospects:
• Use these initiatives (and many others…):– To help teachers improve their teaching and assessment by
competences, “hot issues” in many lower secondary schools. – To produce resources for initial and in service training, identifying
best practices. – To extend these methodologies to upper secondary education
(“lycée”)• Provide information for the new education act in which the
core curriculum’s objectives are completed by the ideas of culture as well as knowledge and competences.
• Many thanks for your attention.