Modeling and Measuring Competencies in Higher Education: by Olga Zlatkin-Troitschanskaia, Hans Anand Pant, Corinna

By Olga Zlatkin-Troitschanskaia, Hans Anand Pant, Corinna Lautenbach, Dimitar Molerov, Miriam Toepper, Sebastian Brückner

This ebook makes a speciality of competency orientation in larger schooling, illustrating foreign evaluate practices for measuring pupil studying results. For Germany, the Modeling and Measuring advantage in greater schooling (KoKoHs) study application contributes exemplary ways, and ideas to present demanding situations in better schooling. KoKoHs types and checks can be utilized for front exam, formative and summative evaluate of domain-specific and standard knowledge and as a foundation for constructing new teaching-and-learning instruments and codecs selling those competencies.

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This way, students’ skills and abilities in using digital media can be promoted and tested in genuine settings. The 36 computer-based assessments developed in KoKoHs (see table in section 7) can make a substantial contribution to promoting the use of digital media in teaching and examination practice in higher education and IT skills of students. Potentials for practical application Assessments for process diagnostics, for example, to track students’ individual competency development over the course of their studies, are common in other countries today (Zlatkin-Troitschanskaia et al.

Happ et al. 2016a; Neumann, Roesken-Winter, Lehmann, Durchhardt, Heinze & Nickolaus 2015) than had previously been possible based on official statistics or self-evaluations. By means of these new instruments, students’ (study-relevant) prior knowledge, performance potentials, and commitment 34 4 Demands in Higher Education can be assessed in a valid way, which also includes prognoses of study success or failure. Based on the assessment results, more suitable learning opportunities can be developed for the introductory study phase which promote students’ individual potentials, help systematically reduce knowledge deficits and ability gaps, address misconceptions, and thus significantly contribute to successful integration of students in higher education and greater study success.

10). Acceptance of bachelor degrees on the job market varies greatly across fields: for engineers or scientists, a bachelor degree acquired at university often is barely sufficient to begin a professional career. In contrast, graduates from application-oriented technical degree courses at universities of applied sciences often enter professional life after earning their bachelor degree (DIHK 2015; OECD 2015). Most entry-level positions for graduates from the humanities do not specifically call for a master certificate or specialized knowledge acquired at master level.

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