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