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AlineaME: ICT grades Competence Development. Aligning teaching/learning methodologies with the Evaluation

Video elaborated with pictures taken in the workgroup meeting celebrated the 28 and 29 of January, 2010 in Barcelona:

 

 

 

 

Workshop ICED: Aligning Competences, Methodologies and Assessment

 

The Workshop Aligning Competences, Methodologies and Assessment included in the ICED 2010 Congress program and coordinated by the USQUID-ESUP took place on June 27th.

Twelve participants from different countries (USA, Belgium, Japan, Finland, Denmark, Estonia, etc), one representative of the CQUID and five member of the AlineaME project (two members from the UPF, two other from the University of Valladolid and one last from the University of Seville) attended the Workshop. During this Workshop, there were discussions on issues related to the alignment between Competences*Methodology*Evaluation (not only regarding process but the very concept of this alignment).

Some recommendations from participants are:

- To start drawing up outcomes in terms of actions (related to competences) and identify the skills and knowledge which let us carry out these actions

- To involve teaching staff in the process of proposal of competences, not only more institutional proposals (top-down vs. bottom-up approaches). Competence profiles should vary with time (evolution, an idea where all competences are formulated taking past as basis -past-oriented-, and where we must prepare students for future) and should allow the integration of the agents' creativity (vs. restrictive). In any case, the most important thing is fostering systematic competences ("learning to learn")

- To use tables or arrays to compare outcomes with modules (subjects) and marks, evaluation methods and criteria. Take care since there can be the risk of focusing on formalities too much and ignoring what is really important for students to learn...

- To ask students how many hours they think they need to complete one task (do not ask how much time they have dedicated to a task at the end)

Regarding the evaluation of the workshop by the participants, we must say that, from the results gathered by the tool designed by the USQUID-ESUP, all attendees were really interested (no matter which area/discipline they were working on). Examples shown were taken as positive too.

The organization was well-appreciated; especially the discussion, consideration and debate generated on the importance and processes of alignment both in small and big workgroups.