Transcript of Marianna Capo, Rosaria Capobianco University Centre SInAPSi (Services for Active and Participated...
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- Marianna Capo, Rosaria Capobianco University Centre SInAPSi
(Services for Active and Participated Inclusion of Students
University of Naples Federico II (ITALY) COMPETENCE ASSESSMENT AT
UNIVERSITY: TO BE AN ACTIVE PART IN EVERYBODY FUTURE EDUCATIONAL
CHOICES
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- The efficacy and efficiency of an educational process is
acknowledged and validated no more on the basis of the knowledge
acquired but on the basis of the acquired and developed
competences. FROM THE KNOWLEDGE ERA TO THE COMPETENCES ERA
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- T HE COMPONENTS OF COMPETENCE The competence is made up of five
elements: motivations traits self-image knowledge skills (Lyle and
Signe Spencer, 1993)
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- The assessment of Competences The methodology of the Assessment
of Competences (AdC) was born, after the Second World War, in Qubec
and in the United States. From Canada it has developed and extended
mainly in France, one of the European countries that more than
others tested and improved the assessment process. From France the
AdC has extended in the whole Europe within the framework of the
the European Recommendations.
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- T HE CHOICE OF AN INTEGRATED A SSESSMENT MODEL According to the
Levy-Leboyers 1993, classification, there are four approaches to
the Assessment of competences: relational approach, differential
approach, ergonomic or expert approach, the approach based on the
self-image. The Psycho-pedagogical Services Center of the
University SInAPSi (Services for Active and Participated Inclusion
of Students) adopted a model which integrates all of them.
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- The integrated model is based on some fundamental principles:
an auto-evaluative approach the centrality of students the
transferability of competences in other contexts in a
lifelong/lifewide perspective.
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- AN EXPLORATIVE STUDY ON THE COMPETENCES NEEDED TO BE SUCCESSFUL
AT THE UNIVERSITY In 2011/2012 academic year an Assessment of
Competences devices has been developed and tested on a selection of
first year students of the University in Federico II (Naples,
Italy). In 2012/2013 an assessment protocol has been defined and
used with first year students of five university courses with the
following objectives: 1) Helping/supporting/orienting students to
be more aware of their resources, to support them in a process
aimed to the construction/reconstruction of skills and meta-skills;
2) carrying out a "recognition/mapping" of the skills (life skills,
core competence, etc.) considered as fundamental resources for the
individuals 3) elaborating a learning support and university
inclusion plan aimed at developing the skills and competences
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- MACRO-CATEGORY KEY COMPETENCES Learning to learn Planning
Self-construction Cooperate and participate Act in an autonomous
and responsible way Relationship with others Problem solving
Identify link and relations Acquire and understand information
Communicate Relation with reality
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- LIFE SKILLS Selfawareness building skillsCritical thinking
Coping with stressDecision-making Coping with emotionsProblem
solving EmpathyEffective communication skills Creative
thinkingInterpersonal relationship skills At the same time the
fundamental center of Life Skills, identified by OMS, defines a set
of basic cognitive, emotional and relational abilities supporting
individual and social life experiences.
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- S TEPS OF THE COMPETENCE ASSESSMENT The Assessment device is
articulated into three steps, each of them characterized by the use
of different tools. 1 st step : presentation and welcome 2 nd step:
inquiry 3 rd step: conclusion All the sessions with the students
are guided by a specialist in pedagogy and a specialist in
psychology, with expertise in group dynamics and auto biographical
narration practices.
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- TOOLS SELF-EVALUATION QUESTIONNAIRE The questionnaire is formed
by forty items and proposes a serious of claims in respect to which
students have to be set along a continuum from 1 (not in the list)
to 5 (too much) (Five answers Likert Scale). The questionnaire
presents a compact and clear graphic setting, it is developed in
auto-filling and auto- explicated way, because items are simple and
short. The choice and the structure of items are referred to key
competences that in a planning location have been selected in this
way SATISFACTION QUESTIONNAIRE: it is a multiple choice tool aimed
at exploring the levels of satisfactions of the students according
to a five points Likert Scale (to avoid intermediate choices) with
range points defined in a global manner (extremely, very much
enough).
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- A NARRATIVE ASSESSMENT Session dedicated to My story
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- The auto-analysis dimensions explored through the answers given
in the self-evaluation questionnaire and in the descriptions
contained in My story concern: Formative and professional
experiences Motivations/story Self-image/auto efficiency
Projects/interests. This work satisfies the belief that, starting
from the guided narration, into the semi-structured situations, is
possible to introduce into the auto-knowledge and auto- development
of every partaker, elements of reflection and comparison about
self-in situation and in particular about self-in relation My
story
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- Between 2011 and 2013 more than 250 first year students of
different courses of the Federico II University in Naples, have
been contacted. A large amount, 144 students participated to the
competence assessment process. Thanks to an introductive analysis
of the data collected, it has been possible to trace a map of the
competences of the students The students come from the following
university courses: Agricultural Technologies and Environmental and
Forest Sciences, Social Service and Modern Studies.
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- M AP OF THE COMPETENCES ( A. A. 2011/2012 AND 2012/2013 )
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- COMMENTS AND CONCLUSIONS The skills assessment allows the
students to understand if the current competences (key, specific
and cross competences) can cross in a synergistic growth path with
the knowledge, the competences and the abilities offered by the
educational path of university, or if is necessary to consider
actions to realign the input and output skills. The skills
assessment can be an useful vehicle to guide the student in the
dynamic plan of his future, helping him to have an active part in
his future educational choices.
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- THANKS FOR YOUR ATTENTION