·       … evaluate the interrelation between assessment and student motivation

·       … understand (evaluate) the interrelation between the type of assessment and students enhancing in teaching and learning

·       … decide on the use of (digital) tools in assessment

·       … choose adequate techniques for assessing different professional, personal and communication skills (including those that enable someone to interact effectively and harmoniously with other people)

·       … apply the principles of Constructive Alignment (Learning outcomes/Learning & Teaching activities and type of assessment) to design a course

·       … compare and contrast the principles of formative and summative assessment and decide on the appropriate assessment type for their courses

·       … conduct a peer assessment process

·       …  create/formulate testing items and decide which criteria must be fulfilled – how do I know that I measure/assess, what I want to assess? 

·       … exchange their ideas on assessment techniques with further participants and 

·       Creating conditions that encourage participant to reflect on the restructuring of their existing teaching courses

·       Stimulating engagement of the participants in the process of formulation of teaching objectives and the selection of methods for assessing the level of their realization

·       Promoting assessment using innovative teaching approaches and technologies

What course I would I like to transform and why?

How do I assess my students in this course?

Identify what are the changes they would like to make. They will be sharing their ideas in groups.

The Miller's pyramid provides a progressive framework for assessing clinical competencies, starting from basic knowledge and progressing to real-world application. It is often used as a guide for designing medical education curricula and evaluating learners' proficiency in clinical skills.

After that, we get participants to think about the validity and reliability of assessing skills and competences, presenting the Millers Pyramid. The participants will reflect on what competences would they like to assess and what processes would they use to assess, identifying these practices at the levels of Miller's pyramid.

Some methodologies and tools for assessing skills and competences will be presented, emphasizing assessment as and for learning, reinforcing that it is not possible to assess transversal skills without integrating them into a context.

In the end, we will develop an activity for the participants to position their own practices.

Workshop Objectives: The objective of this workshop is to equip participants with the knowledge and tools to effectively assess and evaluate a range of skills and competencies. Participants will gain an understanding of the distinction between skills and competencies, explore various assessment methods, and learn how to apply them in different contexts.

-        To awaken participants to the relevance and urgency of the theme of assessment of different skills in the context of Higher Education. 

-        Make a distinction between competences and skills. 

-        Understand that skills are not acquired but developed.

-        know some methodologies for assessing competences and skills.

-        Initiate the participants on the transformation of their own course, including the assessment of skills.

Duration: 1.5 hours

After that, we will develop an activity for the participants to position their own practices of assessment in a model of/for/as assessment, and to clearly identify what are the changes they would like to make. They will be sharing their ideas in groups.

Finally, we will end up with a short summary from each group and share hints to collect and give feedback.

This workshop will require collaborative work in groups of 4 to 5 teachers, developed in workspaces with desks suitable for working on flip-chart sheets. The necessary material will be a video projector, flip chart sheets, post-its, paper tape, and markers of various colours for each team. 

The teachers will be able to:

-        Classify their practices of assessment in the model of/for/as.

-        Identify at least one point of change in the assessment.

-        Create a plan to change their own assessment.

Duration: 1.5 hours

Duration: 1.5 hours

Workshop Objectives:

Workshop Outline:

I. Introduction and Benefits of Digital Tools (15 minutes)

II. Types of Digital Tools for Assessment (30 minutes)

III. Applying Digital Tools in Assessment (30 minutes)

IV. Considerations and Best Practices (15 minutes)

V. Exploring Integration Strategies (20 minutes)

VI. Reflection and Wrap-up (15 minutes)

-        To awaken participants to the relevance and urgency of the theme of assessment in active learning in the context of Higher Education. 

-        Make a distinction between the modalities and the function of assessment.

-        Initiate the participants on the transformation of their own course.

Finally, we will end up with a short summary from each group and share hints to improve the assessment methodologies for active learning.

- Individual reflexion – 3 min

- Group discussion – 5 min

- Summary presentation – 2 min

1. Upper left quadrant: Name and country

2. Upper right quadrant: Training/teaching area

3. Lower right quadrant: My superpower as a teacher

4. Lower left fourth quadrant: How many years have you been teaching?

Arqus is also supported at a national level by: the Spanish Service for the Internationalization of Education (SEPIE, Ministry of Universities of Spain); the Federal Ministry of Education, Science and Research as well as the OedAD (Austria); the Federal Ministry of Education and Research and the Sächsisches Staatsministerium für Wissenschaft, Kultur und Tourismus, SMWK, DAAD (Germany); IDEXLYON, Auvergne-Rhône-Alpes and ANR (France); Ministry for Universities and Research (MUR, Italy). At a local level, it is supported by the City of Graz (Austria) for the implementation of activities within the Action Line 6 “Research Support & Early Stage Researcher Development”.

The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.