assessing the development of student generic competences in education-related university degrees
TRANSCRIPT
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Assessing the development of student generic competences in
education-related university degreesGamazo, A., Olmos-Migueláñez, S., Torrecilla-Sánchez, E.M. and
Sánchez-Prieto, J.C.University of Salamanca
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Table of contents Introduction Aim Competence definitions Methodology Results Conclusions
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INTRODUCTIONThe importance of student competences
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Introduction
Educational innovation
Technology advances
GlobalisationSocial
changes
EDUCATION SYSTEM
HIGHER EDUCATION
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Introduction
Enhance graduate
competences
Further studies Labour world
BOLOGNA PROCESS
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IntroductionADMINISTRATIVE LEVELS OF COMPETENCE DEVELOPMENT
EUROPE: Overarching Framework of Qualifications of the European Higher Education Area Generic transversal competences (autonomous learning, communication, analysis…)
SPAIN: Royal Decree 861/2010
HIGHER EDUCATION INSTITUTIONS: Guidelines for each degree University of Salamanca: Educational Degrees (Pedagogy, Social Education, Primary
Education Teaching and Pre-primary Education Teaching)
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HIGHER EDUCATION INSTITUTIONS: Guidelines for each degree
Introduction
Pre-Primary Education Teaching
Primary Education TeachingSocial EducationPedagogy
applying knowledge, arguing and communicating, problem solving, information analysis, autonomous or self-directed learning, group or team work, creativity
Ethical principles of the profession
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AIMGeneric competence assessment
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Aim
Competence development
Self-report
ASSESSING THE DEVELOMENT OF
GENERIC COMPETENCES AMONG
HIGHER EDUCATION STUDENTS
DETECTING GAPS IN COMPETENCE
TRAINING
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DEFINITIONSWhich competences are to be assessed?
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Competence definition COMPES questionnaire (Gómez-Ruiz, Rodríguez-Gómez and Ibarra-Sáiz,
2013) 10 generic competences
Tuning Project Dublin descriptors Spanish legislation on academic organisation of higher education
Ethical sense Communication Argumentation Analysis of information Problem solving
Knowledge application Creativity Evaluation Teamwork Autonomous
learning
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know, reflect on, interiorize and implement the of the profession in work-related actions
Ethical sense
convey and share in written or oral form information, ideas, opinions, emotions, problems and solutions in a clear way, while also being empathic to other people’s ideas, opinions and feelings
Communication
elaborate, explain and defend arguments, opinions or theories in a clear and coherent way, aiming to convey reasoned, convincing and constructive points
Argumentation
select, review and organise the available information in order to identify and extract the most relevant and suitable ideas
Analysis of information
Identify, analyse, define and classify the significant elements that constitute a problem in an effective way through a critical analysis of the available options
Problem solving
Competence definition
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utilise and put into practice the knowledge acquired for the development of academic and/or professional activities and tasks
Knowledge application
address and respond in an original, new and successful way to the situations, actions and tasks performed in the educational and/or working environments
Creativity
analyse and value both one’s and other people’s work through a clear and precise set of criteria, aiming to make decisions and improve the evaluated
Evaluation
actively and effectively integrating oneself, collaborating and cooperating with others for the achievement of common goals
Teamwork
know and value one’s own educational needs, to determine learning goals and to plan, manage and carry out the educational strategies that enable its achievement
Autonomous learning
Competence definition
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MethodologyInstrument and sample
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Methodology - Instrument
COMPES questionnaire Validated instrument Relies on self-reports Subject identification data (gender, year and degree) 37 Likert-type ítems (1-6) Related to 10 generic competences Items consist on day-to-day academic tasks
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Methodology - Sample
13.2
86.8
Gender
Male Female
First Second Third Fourth0
50
100
150
200
250 226 231195
137
Year
Year
Ped-agog
y26%
S. Ed-uca-tion20%
Pri-mary27%
Pre-pri-
mary27%
Degree
819 students from the Faculty of Education, University of Salamanca
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Results
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Results
Ethica
l sense
Commun
icatio
n
Argum
entat
ion
Analy
sis of
inform
ation
Proble
m solvin
g
Know
ledge
applic
ation
Creativi
ty
Evalua
tion
Team
work
Autono
mous le
arning
1
1.5
2
2.5
3
3.5
4
4.5
5
5.5
6
Descriptive analysis – item means
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Results - GENDER
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Results - GENDER
Female students fared better in Knowledge application Analysis of information Teamwork
Male students fared better in Ethical sense
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Results - YEAR
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Results - DEGREE
Teaching degrees generally fared better
Social Education often got the lowest scores
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CONCLUSIONSLessons learned and future plans
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Conclusions
Positive overall opinion on own competence levels Most valued competence: TEAMWORK Lowest rated competences: EVALUATION, AUTONOMOUS LEARNING AND
PROBLEM SOLVING
Results consistent with other studies using the COMPES questionnaire
TEAMWORK as most valued
competence
AUTONOMOUS LEARNING as lowest rated
competence
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Conclusions
Hypothesis testing according to the year the students are enrolled in:
the mean scores consistently grow
YEAR4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
1st 2nd 3rd 4th
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Conclusions This study hints at the need to develop specific instruction
programmes regarding mainly three competences:
EVALUATION
AUTONOMOUS LEARNING
PROBLEM SOLVING
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