Evaluation of competence-based teaching in higher education: From theory to practice

Bergsmann, Evelyn; Schultes, Marie-Thérèse; Winter, P.; Schober, Barbara; Spiel, Christiane

doi:10.1016/j.evalprogplan.2015.03.001

Cited by 100 publications

(82 citation statements)

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“…Esse tipo de instrumento de avaliação na maioria dos casos é limitado, pois dificilmente conseguirá avaliar se as competências necessárias foram desenvolvidas pelo discente. BERGSMANN et al (2015) relatam sobre a necessidade de um conceito de avaliação mais abrangente, e que contribua para a melhoria da verificação das competências aprendidas pelos alunos em instituições de ensino superior. Os autores propõem que a avaliação ocorra de modo participativo, e em três etapas.…”

Section: Resultsunclassified

“…Segundo estes autores as instituições de ensino superior devem promover avaliações internas buscando desenvolver e acompanhar os currículos. Os resultados obtidos por ANDRÉ et al (2016) corroboram com a pesquisa de BERGSMANN et al (2015). SPOOREN et al (2014) afirmam que os questionários preenchidos pelos alunos no ensino superior são valiosos instrumentos de diagnóstico e acompanhamento da qualidade de ensino.…”

Section: Resultsunclassified

“…Para que os mesmos possam atender satisfatoriamente as demandas sociais é necessário o acesso a educação de qualidade, seja em nível técnico ou superior. Para os propósitos do aprendizado serem alcançados é importante determinar alguns critérios, tais como: perspectivas da coletividade, os anseios dos alunos, o perfil dos profissionais procurados pelas companhias, bem como as carências das entidades competentes (BERGSMANN et al, 2015).…”

Section: Introductionunclassified

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Prospecção De Artigos Científicos Publicados Sobre Qualidade De Ensino Na Educação Superior

Simonelli¹,

Júnior²,

Favarato³

et al. 2016

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Section: Resultsunclassified

Section: Introductionunclassified

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Prospecção De Artigos Científicos Publicados Sobre Qualidade De Ensino Na Educação Superior

Simonelli¹,

Júnior²,

Favarato³

et al. 2016

Enci Bio

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“…1] is the real number which is accepted by one assembly method for the language evaluation set. The binary semantic which is corresponding to $ can be expressed by the following function.…”

Section: The Improved Fuzzy Topsis Methodsmentioning

confidence: 99%

“…Evelyn Bergsmann and other scholars evaluated the competence-based teaching in higher education institutions [1]. The author provided a more comprehensive evaluation concept that contributed to sustainable improvement of competence-based teaching in higher education institutions.…”

Section: Introductionmentioning

confidence: 99%

Research on the Comprehensive Strength Evaluation for Universities based on the Fuzzy TOPSIS Method

Yue

2017

Int. J. Emerg. Technol. Learn.

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Abstract-In recent years, the scale of enrollment in colleges and universities continues to expand. The private colleges are also springing up. The comprehensive strength of each university is uneven. Evaluating the comprehensive strength for the colleges is not only to provide the reference for the majority students' parents, but also to promote the continue development for the comprehensive strength of the colleges. In this paper, in order to make the better evaluation of the comprehensive strength for the colleges, we combine the fuzzy theory with the TOPSIS method and propose an improved fuzzy TOPSIS method. Then, we use the method to evaluate the comprehensive strength for the college. The experimental results demonstrate the reliability and the validity of the method.

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Development of application‐oriented competency frameworks: Empirical findings from the validation of such a framework by means of an employer survey

Baumgärtner¹,

Fengler²,

Javet³

2018

J of Competency-Based Ed

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This paper describes the development of application‐oriented competency frameworks using the example of a project to develop such a framework for existing study programs in the domain of business and law at a Swiss university of applied sciences. Competency frameworks define study program goals on different achievement levels. Using analysis of typical work scenarios for graduates and employer expectations as a starting point, competencies were formulated that represent what students should be able to demonstrate by the end of their studies. A series of structured interviews were conducted with employers to validate the competency frameworks. The findings show that both professional and generic competencies are central to the employability of graduates. While professional competency is regarded as a basic requirement, generic competency allows graduates to distinguish themselves from other candidates both when starting their work life and later when pursuing and advancing their career. The development of competency frameworks forms the basis for the assessment of four dimensions: professional, methodological, social, and self‐competencies; an additional aim is the further development of teaching and learning activities.

show abstract

Evaluation of competence-based teaching in higher education: From theory to practice

Cited by 100 publications

References 10 publications

Prospecção De Artigos Científicos Publicados Sobre Qualidade De Ensino Na Educação Superior

Prospecção De Artigos Científicos Publicados Sobre Qualidade De Ensino Na Educação Superior

Research on the Comprehensive Strength Evaluation for Universities based on the Fuzzy TOPSIS Method

Development of application‐oriented competency frameworks: Empirical findings from the validation of such a framework by means of an employer survey

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