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Module 3: Assessing key competences

Assessing key competences

European Schoolnet, (2014). Teacher Guide: Assessment of Key Competences in School Education, European Schoolnet, Brussels.

Griffin, P. (2014). Assessing Collaborative Problem Solving, Assessment Research Centre, Melbourne Graduate School of Education.

Lai, E.R. & Viering, M. (2012). Assessing 21st Century Skills: Integrating Research Findings. National Council on Measurement in Education, Vancouver, B.C.

Baker, E. (2003), “Multiple Measures: Toward Tiered Systems”, University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST), Los Angeles.

Looney, J. (2009). “Assessment and Innovation in Education”, OECD Education Working Papers No. 24, OECD Publishing, Paris.

Looney, J. 'Integrating Formative and Summative Assessment: Progress toward a Seamless System?" , OECD Education Working Papers No. 58, OECD Publishing, Paris.

Black, P. and D. Wiliam (1998). “Assessment and Classroom Learning”, Assessment in Education: Principles, Policy and Practice, CARFAX, Oxfordshire, Vol. 5, pp. 7-74.

Wiliam, D. (2006). “Formative Assessment: Getting the Focus Right”, Educational Assessment, Vol. 11, pp. 283-289.

OECD (2005). Formative Assessment: Improving Learning in Secondary Classrooms, OECD, Paris.

Williams, J. and J. Ryan (2000). “National Testing and the Improvement of Classroom Teaching: Can they Coexist?”, British Educational Research Journal, Vol. 26, pp. 49-73.

Black, P. and D. Wiliam (1998). “Assessment and Classroom Learning’’, Assessment in Education: Principles, Policy and Practice, CARFAX, Oxfordshire, Vol. 5, pp. 7-74.

The Assessment and Teaching of 21st Century Skills Project

Griffin, P., Care, E., & McGaw, B. (2012). The changing role of education and schools. In Griffin, P., Care, E., & McGaw, B. Assessment and Teaching of 21st Century Skills, Dordrecht, Springer.

Csapo, B., Ainley, J., Bennett, R., Latour, T., Law, N. (2012). Technological Issues for computer-based assessment. In P.Griffin, E.Care & McGaw, B. Assessment and Teaching for 21st Century Skills. Dordrecht, Springer.

ATC21S professional development module: Using a developmental model to assess student learning. Available here.

ATC21S professional development module: Defining and assessing 21st century skills. Available here.

ATC21S professional development module: ATC21S Collaborative Problem Solving Assessments. Available here.

ATC21S professional development module: Interpreting reports. Available here.

Griffin, P., McGaw, B. & Care, E., (Eds.) (2014), Assessment and Teaching of 21st Century Skills: Volume 2, Dordrecht: Springer

Griffin, P., McGaw, B. & Care, E., (Eds.) (2012), Assessment and Teaching of 21st Century Skills: Volume 1, Dordrecht: Springer

Competence-based assessment of Mathematics in Ireland

Information on Project Maths. Available here.

State Examinations Commission. (2005) Chief Examiner’s Report Mathematics. Athlone: SEC. Available here.

NFER (2013) Research into the impact of Project Maths on student achievement, learning and motivation. Available here.

NCCA (2005) Review of Mathematics in Post-Primary Education: a discussion paper. Dublin: NCCA. Available here.

Conway, P. and Sloane, F. (2005) International trends in post-primary mathematics education. Dublin: NCCA. Available here.

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The Irish Experience of Assessing Mathematics Using a Competence-Based Approach

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3.5 The Irish Experience of Assessing Mathematics Using a Competence-Based Approach

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3.5 The Irish Experience of Assessing Mathematics Using a Competence-Based Approach

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This video concludes the course’s Irish case study, explaining the assessment approach taken in Project Maths. The video outlines the changes made to Mathematics assessment so that it would support the development of key competences in the classroom. Finally, the speaker explains the challenges and successes which arose along the way.

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In this interview, Professor Patrick Griffin of the University of Melbourne describes the social and cognitive skills teachers need to observe in their students while they carry out collaborative problem-solving tasks. He explains how teachers can use tools such as rubrics or developmental progressions as a way of tracking their students' progress in these skills over time, and to help identify where students need instruction, support and guidance in order to reach the next level of competence in a particular skill.

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Good Practice in Assessing Key Competences

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The Key Principles of Assessing Key Competences

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3.3 Good Practice in Assessing Key Competences

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3.3 Good Practice in Assessing Key Competences

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This video outlines good practice in assessing key competences by explaining what should be measured and which tools are most effective, depending on the purpose of the assessment and the competences being assessed. The use of innovative tools such as portfolios and e-assessments is discussed, and the importance of classroom-based formative assessment is highlighted.

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3.2 The Key Principles of Assessing Key Competences

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3.2 The Key Principles of Assessing Key Competences

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This video explains the three major approaches to assessment, including summative, formative and self-assessment. Effective assessments of key competences need to be valid, reliable and fair, and capture students’ reasoning processes and problem-solving skills.

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1. Become 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. Become 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. Become 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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Project Based Learning for all. We build the capacity of teachers and school leaders to design and facilitate quality Project Based Learning.

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Module 2: Developing Key Competences through Project-Based Learning

Project-based learning

Harper, A. (2014). Teacher Guide: Using Project Based Learning to Develop Students' Key Competences, European Schoolnet, Brussels.

Virtual Guide to Entrepreneurial Learning. Available here.

Patton, A. (2012) Work that matters: The teacher’s guide to project-based learning. Available here.

15 publications on various aspects of eTwinning including resources for project-based learning.

Buck Institute of Education website. Available here.

Eudtopia’s resources on project-based learning. Available here.

Examples of prize-winning European eTwinning projects

Gilleran, A., Kearney, C. (2014). Developing Pupil Competences through eTwinning, European Schoolnet, Brussels.

eTwinning Project – Rainbow Village. Video and Twinspace.

eTwinning Project – Let Your Passions Shine. Video and Twinspace.

eTwinning Project – Pek, The Traveler Flea. Video and Twinspace.

eTwinning Project – Health 4 Life. Video and Twinspace.

Collaborative learning

Griffin, P. & Care, E.. (2014). Developing learners’ collaborative problem-solving skills. Available here.

Transversal key competences for lifelong learning: training teachers in competence based education – TRANSIt Training Framework

TRANSIt Training Framework. Available here.

TRANSIt Training Framework Design

TRANSIt Initial Trainees Guide

TRANSIt Adapatation of Technical Tools

Register here to access the TRANSIt 4 Training Modules and the Mahara ePortfolio

Project Maths - Ireland

Project Maths video. Available here.

Project Maths website. Available here.

Information on new Mathematics syllabuses and rationale for the initiative. Available here.

National Centre for Excellence in Maths and Science Teaching and Learning. Available here.

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2.5 Examples of Project-Based Learning from Across Europe

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2.5 Examples of Project-Based Learning from Across Europe

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In this video you will be given examples of European projects involving teachers and learners across various countries, and meant to develop a wide range of competences and transversal skills. The examples feature projects involving primary and secondary level students. Remember that you can access the full videos describing the projects mentioned, as well as related resources, from the Module 2 library.

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Examples of Project-Based Learning from across Europe

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A teacher’s experience of focusing on skills and project-based learning to teach Mathematics

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2.4 A Teacher’s Experience of Using Project-Based Learning to Teach Mathematics

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2.4 A Teacher’s Experience of Using Project-Based Learning to Teach Mathematics

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In this video, a Mathematics teacher from Ireland explains her school’s experience of implementing the Project Maths initiative, which aimed to develop learners’ skills in problem-solving and higher-order reasoning. She shares with us the challenges her school encountered, as well as the effective strategies they used to effectively adopt this new competence-based approach to teaching and learning Mathematics. On the basis of her experience, she also offers teachers top tips for introducing project-based learning in Mathematics teaching.

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How to Develop Learners’ Collaborative Problem Solving Skills

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2.3 How to Develop Learners’ Collaborative Problem-Solving Skills

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2.3 How to Develop Learners’ Collaborative Problem-Solving Skills

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In this video we interview Professor Patrick Griffin from the University of Melbourne on the nature of collaborative problem-solving tasks, and the cognitive and social skills learners need to apply and teachers need to observe. The concrete steps teachers need to take to set up collaborative problem-solving tasks in the classroom are also explained.

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The video was really clear and Anne Gilleran helped me understand better especially inquiry based learning, because in past I thought that it was mainly for mathematic and scientific subjects.

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How to Design Project-Based Learning Activities

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2.2 How to Design Project-Based Learning 

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2.2 How to Design Project-Based Learning 

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Activities

This video explains the principles behind inquiry-based learning and problem-based learning which are the basis for designing effective projects to develop learners’ competences. The video also provides you with a preliminary checklist and 7 basic steps for designing a project-based learning activity to develop your students’ competences.

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1. Understand the principles behind project-based learning, including inquiry-based and problem-based methods;

2. Become 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. Become familiar with a range of project-based learning examples developed by teachers and students from different countries, targeting various competences and age levels;

6. Design a project-based learning plan to effectively develop one or more of learners’ key competences or transversal skills.

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Module 1: Introducing Competences for 21 st Century Schools

The importance and definition of competences

Schleicher, A. (2009). The case for 21st-century learning, OECD, Paris.

Binkley, M., Erstad, O., Hermna, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining Twenty-First Century Skills. In Griffin, P., Care, E., & McGaw, B. Assessment and Teaching of 21st Century Skills, Dordrecht, Springer.

Hoskins, B & Deakin Crick R., (2010) Competences for Learning to Learn and Active Citizenship: different currencies or two sides of the same coin? European Journal of Education, Vol. 45, Number 1, March.

Legendre, Marie-Françoise (2008). « La notion de compétence au coeur des réformes curriculaires : Effet de mode ou moteur de changements en profondeur ? ». In Audigier François & Tutiaux-Guillon Nicole (dir.). Compétences et contenus : les curriculums en questions. Brussels: De Boeck, p. 27-50.

Voogt and Pareja Roblin (2010). 21st century skills. Discussienota. Enschede: Universiteit Twente.

Competence Reference Frameworks

European Union’s Recommendation on Key Competences for Lifelong Learning. Available here.

UNESCO framework. Available here.

OECD DESECO framework. Available here.

Partnerships 21 framework. Available here.

ATC21S framework. Available here.

UNESCO ICT Competency Framework for Teachers. Available here.

Teaching key competences

Old school or new school? Teach future skills and traditional subjects together. Available here.

ATC21S professional development module: Teaching and learning 21st century skills. Available here.

ATC21S professional development module: ATC21S: Examples of teaching 21st century sub-skills in existing lessons. Available here.

Competence-based education in Europe today

Eurydice (2012). Developing Key Competences at School in Europe: Challenges and Opportunities for Policy. Available here.

Kearney, C. (2013). European Mapping of Initiatives on the Development of Key Competences, European Schoolnet, Brussels.

KeyCoNet's 2014 Review of the Literature: A Summary, European Schoolnet, Brussels.

KeyCoNet 2013 Literature Review: Key competence development in school education in Europe, European Schoolnet, Brussels.

KeyCoNet 2013 Literature Review: Assessment for key competences, European Schoolnet, Brussels.

KeyCoNet's Catalogue of initiatives, European Schoolnet, Brussels.

KeyCoNet's Case Studies from Austria, Belgium (Flanders), England, Estonia, Finland, France, Ireland, Malta, Norway, Poland, Portugal, Spain, Sweden and Europe, European Schoolnet, Brussels.

KeyCoNet's Peer Learning Visits to Seville, Dublin and Malta, European Schoolnet, Brussels.

KeyCoNet's Country Overviews of Austria, Belgium (Flanders), Estonia, Finland, France, Ireland, Norway, Portugal, Slovakia, Spain and Sweden, European Schoolnet, Brussels.

Wiśniewski J. (2009) Key competences in Europe: opening doors for life-long learners across the school curriculum and teacher education. CASE-Center for Social and Economic Research

Key Skills in Ireland

Junior Cycle Key Skills Framework website information. Available here.

Junior Cycle Key Skills Framework PDF. Available here.

Senior Cycle Key Skills Framework website information. Available here.

Senior Cycle Key Skills Framework PDF. Available here.

Project Maths in Ireland

Project Maths website. Available here.

Project Maths video. Available here.

National Council for Curriculum & Assessment website section on Project Maths. Available here.

Websites

European KeyCoNet website: http://keyconet.eun.org

Spanish KeyCoNet website: http://www.keyconetspain.org/wordpress/

French KeyCoNet website: http://ife.ens-lyon.fr/KeyCoNet/web/app.php

Videos

KeyCoNet case study videos from across Europe: http://keyconet.eun.org/videos

Other relevant articles & publications

OECD (2010), Are the New Millennium Learners Making the Grade? Technology Use and Educational Performance in PISA 2006, OECD, Paris.

Selwyn, N. (2013), Discourses of digital ‘disruption’ in education: a critical analysis, Monash University, Australia

Wilson & Scalise (2012). Measuring collaborative digital literacy. Available here.

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Irish case study: Key Skills in the Irish Curriculum & Project Maths

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1.6 Irish Case Study: Key Skills in the Irish Curriculum & Project Maths

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1.6 Irish Case Study: Key Skills in the Irish Curriculum & Project Maths

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This video introduces the Irish Key Skills reform in secondary education, targeting pupils aged 12 to 18. It also introduces Ireland’s Project Maths initiative which aimed at implementing the Key Skills reform in mathematical teaching, learning and assessment. Project Maths aimed to improve learners’ skills in reasoning, sense-making and problem-solving.

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Since the publication of Italian Key Competences of 2007. new efforts were made to adapt the Italian educative system to competence based education. Italian ministry published many guide lines for primary, middle and secondary school. Nowadays almost all teachers here know about competence-based education and even if there are many colleagues still resistant to this approach, the majority is almost forced to plan general activities in this way. I think that in Italy we have made a sort of mediation between the content-based education and the competence-based one. Here we think that contents are still really important, but each discipline allow us to work on competences using subject's contents.

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Competence-based education in Europe today

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1.5 Competence-Based Education in Europe

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1.5 Competence-Based Education in Europe

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This video looks at different ways in which European countries have introduced key competences in their school education systems, ranging from legal and curricular frameworks to initiatives addressing all or specific competences. It includes the voices of stakeholders from Norway, Portugal, and Poland involved in implementing specific initiatives aimed at developing teachers’ and learners’ competences.

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Assessing compentences is not so simple and assessment should be planned when we plan the entire activity. Usually we should think at least a formative and a summative assessment. This way of assessment is obviously more positive, because competence is student-centred and each student has at least a minimum competence level.

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1.4 Key Points on Assessing Key Competences

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1.4 Key Points on Assessing Key Competences

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This video describes competence-based assessment in a nutshell, outlining effective approaches, including summative, formative and self-assessment. The importance of developing new tools, such as portfolios and e-assessment are also discussed as particularly relevant approaches to assessing key competences

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I've never heard about the eight key principles for teaching key competences effectively and they seem quite useful. They can be used to plan an activity and can be a sort of criteria that could orient the activity planned.

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1.3 Key Points on Teaching Key Competences

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1.3 Key Points on Teaching Key Competences

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This video summarises teaching approaches for fostering key competence development in learners, including eight key principles for teaching key competences effectively. It also includes testimonies from stakeholders in Finland involved in designing a new learning environment to promote competence development, as well as in Malta, where key competences have been introduced in schools through a personalised mentoring approach.

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The video is quite clear and the topic is important. Nowadays in this changed world students have to think in terms of compentences.A parte quite interesting is the final one about the competence learning to learn analized as the basic skill.

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The importance and definition of competences

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1.2 The Importance and Definition of Key Competences

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1.2 The Importance and Definition of Key Competences

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This video looks at why transversal competences such as collaborative problem-solving are particularly important today. It also introduces some international competence frameworks, looking particularly at how the European Framework for Key Competences for Lifelong Learning defines the important ‘learning to learn’ competence.

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1. Understand what is meant by ‘key competences’, also often referred to as ‘21st century skills’, and why developing them in school is so important in today’s world;

2. Understand that the definitions of competences as well as national and international frameworks vary, but share common points;

3. Become familiar with the basic key principles for teaching and assessing key competences, self-assess your current practice, and identify areas for improvement;

4. Become familiar with how various countries across Europe have implemented a key competence approach in school education, particularly in Ireland, which is the case study used throughout the course.

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Differently from other EUN courses I have joined, I feel quite confident about competence based education, due to my post graduation teacher training courses, many online webinars and courses and to the reading of laws and articles about the topic. But i joined this coursed to share ideas with other colleagues.

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I've always worked as an upper secondary school teacher and I worked there for 6 years. I have also worked abroad in Albania for one years, working as a L2 Italian teacher.

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Since this year I teach for the first time in a middle school. My students appear to be not so well preparared, but they're quite nice and have great potentialities.

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My name is Daniele and I'm 31. I'm a teacher of Italian language and history and geography, but I'm graduated in classics.