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Good practices in assessing key competences 

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Good practices in assessing key competences 

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What should be measured? Which tools are most effective depending on the purpose of the assessment and the competences being assessed?
- design questions to reveal possible misconceptions;
-avoid yes or no questions and recall questions;
- feedback must be scaffolded;
- multiple measures over time

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- Portfolios (help students track progress over time);
- ICT based assessments (e-assessments);
- simulations.

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The three major approaches to assessment are:
- summative (or assessment of learning). It's criterion-referenced;
- formative (or assessment for learning). The teachers adjust their teaching approaches to meet learning needs. learning gap has been closed.  It's criterion-referenced;
- self-assessments. It's a self referential approach focused on personal development. It's particularly appropriate for transversal skills, such as creativity, initiative or construction managed feelings.

Effective assessments of key competences need to be valid, reliable and fair, and capture students’ reasoning processes, understanding of interconnections, attitudes such as curiosity, perseverance & motivation to learn, ability to perform complex tasks and problem-solving skills.

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Learning Objectives:
1. Be familiar with the three major approaches to student assessment (summative, formative and self-assessment) and understand that all types of assessment of key competences need to be valid, reliable and fair;
2. Understand that the assessment of key competences needs to measure students’ reasoning processes, understanding of interconnections, and problem-solving skills;
3. Be familiar with a range of innovative tools and approaches, both ‘low-tech’ and ‘high-tech’, which are effective at measuring students’ reasoning processes and ability to solve complex problems;
4. Understand the importance of classroom-based formative assessments for assessing key competences;
5.  Be familiar with the evidence required for assessing collaborative problem solving, and how teachers can use rubrics and developmental progressions to interpret their observations of learners’ skills and behaviour.

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Hi all! My name's Francesca and I teach Italian, Art and English in a small Primary School. I can use in my classrooms an Interactive Whiteboard, that is a very attractive and useful tool for whole my class. I'd like to diversify my pupil's learning lessons and discover other colleagues interesting method.

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Eight key principles for teaching key competences effectively 

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Eight key principles for teaching key competences effectively 

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Teaching should :
1) be task-based;
2) be interdisciplinary;
3)  be both collaborative and individualised ;
4) be learner- and teacher-led;
5) be technologically innovative;
6) take place both inside and outside of school;
7) teachers should collaborate with the wider community including the social, cultural and business sectors;
8) teachers requireto pay closer attention to the social and emotional aspects of learning, including the quality of relationships between and among teachers and learners.

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Learning to learn
It's the ability to pursue and persist in learning and to organize one's own learning, including through effective management of time and information, both individually and in groups.
(The Key Competences for lifelong Learning - A European framework, 2006)

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8 key competences or "21st competences skills":

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8 key competences or "21st competences skills":

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A competence is a complex combination of knowledge, skills, understanding, values, attitudes and desires which lead to effective, embodied human action in the world, in a particular domain. (...) Competence implies a sense of agency, action and value.’
(Deakin Crick, 2008)

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MODULE 1: INTRODUCING COMPETENCES FOR 21ST CENTURY SCHOOLS

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MODULE 1: INTRODUCING COMPETENCES FOR 21ST CENTURY SCHOOLS

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Module 2: Teaching Key Competences through Project Based Learning

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Module 2: Teaching Key Competences through Project Based Learning

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Learning objectives:

1.Understand the principles behind Project Based Learning, including inquiry-based and problem-based methods;
2. Be familiar with the preliminary checklist, basic steps and strategies recommended to design a Project Based Learning activity;

3. Understand how to set-up a collaborative problem-solving task;

4. Understand the cognitive and social skills learners need to apply and teachers need to observe during a collaborative problem-solving task;
5. Be familiar with a range of Project Based Learning examples developed by teachers and students from different countries, targeting various competences and age levels;

6. Be able to design a Project Based Learning Plan to effectively develop one or more of learners’ key competences or transversal skills.