A proposal for generic competence assessment in a serious game

Abstract

This paper focuses on the design of a serious game for the teaching and assessment of generic competences, placing particular emphasis on the competences assessment aspect. Taking into account important aspects of competence assessment such as context, feedback and transparency, among other aspects, and using the University of Deusto's Generic Competences Assessment Model based on the defining of levels, indicators and descriptors as a reference point, a serious game has been designed for the development and evaluation of two Generic Competences: Problem Solving and Entrepreneurship, aimed at final-year undergraduate and first-year postgraduate students. The design process shows that having a Competence Assessment Model based on levels, indicators and descriptors is of great help in defining the game's scenarios and learning and assessment activities. Serious games can also be excellent resources to help in the development and assessment of generic competences, but not as a unique tool, since the concept of competence in itself is highly complex (integrating knowledge, skills, attitudes and values) and some elements might require other methods and techniques for its development. It also reveals the difficulties of evaluating competences in general and through serious games in particular.

Perception of the Professional Competences of Last Year’s Students of Pre-Primary Education and Primary Education Degrees and Students of Training Teachers Master

“…This research is part of the Innovative and Best Educative Practices Incentive Project of the Vice-Rector of Grades, Post-grades and Lifelong Learning studies at Jaen University (Project code: PID64_201617). The results of this study match with other research carried out by Benzanilla, Arranz, Rayón, Rubio, Menchaca, Guenaga and Aguilar (2014), Legault (2012) and Villa and Poblete (2011), and they will allow teachers to know all the general statements to design a competences learning model according to all the needs found in each degree, without any negative consequences.…”

Developing Schemas for Assessing Social Competences among Unskilled Young People

“…The themes concentrate on the acquisition of competences outside the formal educational system, e.g. in the workplace (Zegwaard, Coll, & Hodges, 2003), as part of in-service training (Alqiawi & Ezzeldin, 2015), in relation to teachers' professional development (Dumitriu, Dumitriu, & Timofti, 2014), or as a particular teaching method in a university context (Bezanilla et al, 2014).…”

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“…Las dificultades que el aprendizaje de la lectoescritura universitaria presenta para el estudiantado no son sólo por la complejidad de los nuevos lenguajes y prácticas disciplinares y académicas (vs. los niveles anteriores), también se debe a la asincronía entre los modelos tradicionales de aprendizaje académico universitario en contraste con las múltiples formas que el aprendizaje por la vía cultural adquiere al margen de esas instituciones. Es menester para las universidades incorporar discusiones que pongan de relieve la riqueza que los modelos contemporáneos del aprendizaje cultural vinculados a la nueva ecología mediática (Gutiérrez & Torrego, 2018;Gil Gonzáles & Pardo, 2018;Alloza, Escribano, Delgado, Coneanu & Escalera, 2017;Ruiz & Díaz, 2016;Evaristo, Navarro, Vega & Nakano, 2016;Agramunt, 2016;Cordón & Jarvio, 2015;Pérez, 2014;Bezanilla, Arranz, Rayóhn, Rubio, Menchaca, Guenaga & Aguilar, 2014;Villegas, 2013) presentan para sus propios propósitos formativos y abrevar de éstos como recursos reflexivos y prácticos para reconstruir las intervenciones educativas en torno a la literacidad académica. La variedad de prácticas de literacidad digital (Gros, 2002) a partir de la cultura popular puede contribuir a reducir la brecha que existe entre las prácticas de literacidad académica de los estudiantes y las demandas de alfabetización académica que plantea la universidad.…”