How to measure students’ innovation competences in higher education: Evaluation of an assessment tool in authentic learning environments

Keinänen, Meiju; Ursin, Jani; Nissinen, Kari

doi:10.1016/j.stueduc.2018.05.007

Cited by 125 publications

(103 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…On another hand, and more linked to the communication competence of this study (the competence best valued by students), Le Boterf (2010) implements, with good results, communication competence in companies and organizations oriented to future employees and their future abilities. Keinänen, Ursin and Nissinen (2018) establish the basis of working innovation and evaluation competences as an improvement of the professional practice of the universitary students.…”

Section: Discussionmentioning

confidence: 99%

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

Navío¹,

Domínguez²,

Zagalaz³

2019

J. New Approaches Educ. Res.

View full text Add to dashboard Cite

This research aims to obtain knowledge of the perception of last year´s students’ in Pre-primary and Primary Education Degrees and Secondary Education, Vocational Education and Languages Education in Teachers University Master (better known as Training Teachers Master or Secondary Education Master) at Jaen University (UJA) and the National Distance Education University (UNED), about the most important competences in their learning process. Those competences allow students to develop their knowledge and practice, in order to be capable of dealing with those real demands that surround them. In order to achieve this, we use a descriptive methodology. We apply an ad hoc, pre-designed questionnaire,(n=638). The results reveal a positive opinion in students in relation to competences and how those competences are developed within their classrooms or Study centers. In addition to that, students present some proposals to boost the improvement of competences. They invite teachers to innovate and to create new educative models that allow them to achieve an optimal development as future professionals.

show abstract

Section: Discussionmentioning

confidence: 99%

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

Navío¹,

Domínguez²,

Zagalaz³

2019

J. New Approaches Educ. Res.

View full text Add to dashboard Cite

show abstract

“…Several frameworks and instruments for assessing more specific dimensions of competence development have been explicated, including innovation competence (Keinänen et al, 2018;Marin-Garcia et al, 2013), group-work skills (Cumming, Woodcock, Cooley, Holland, & Burns, 2015), and discipline-generic competence (Greiff et al, 2014;OECD, 2013;Strijbos et al, 2015). However, the PISA 2014 measures are not included, for example, because they focus on an individual's cognitive capacity when working alone (OECD, 2014).…”

Section: Assessing Generic Aspects Of Competencementioning

confidence: 99%

“…In the work of Marin-Garcia, Pérez-Peñalver, and Watts (2013), the relationship between competence, capacities and skills is further defined as involving increasing complexity of know-how. Competence is formed by a set of capacities that, in turn, are formed by several skills, all of which are required for more complex professional performances (Marin-Garcia et al, 2013; see also Keinänen, Ursin, & Nissinen, 2018). We follow this approach by suggesting that competence development is related to developing expertise in various practices (e.g., by taking part in interdisciplinary collaboration) and, particularly in the context of this study, in collaborative practices of knowledge work and knowledge creation.…”

Section: Introductionmentioning

confidence: 99%

Assessing the Development of Collaborative Knowledge Work Competence: Scales for Higher Education Course Contexts

Muukkonen

Lakkala

Lahti-Nuuttila

et al. 2019

Scandinavian Journal of Educational Research

View full text Add to dashboard Cite

The necessity to learn competence for collaborative knowledge work during higher education (HE) is accepted widely, but continued work is required to explicate how to define and assess such competence. In this article, the development and validation of a questionnaire for assessing the development of collaborative knowledge work competence is based on object-bound collaborative knowledge creation practices. In total, 546 students responded to a questionnaire on Collaborative Knowledge Practices (CKP). The data were analysed for measurement invariance for two groups of HE students in media engineering and life sciences. Seven scales of the CKP were found to measure course-related learning of collaboration, integration of personal and collective efforts, development through feedback, persistent development of knowledge objects, understanding of different disciplines and related expertise, interdisciplinary collaboration, and using digital technology. The CKP questionnaire scales can be used as a generic self-evaluation tool for students on course-based learning outcomes. ARTICLE HISTORY

show abstract

“…44 of 2015 concerning the National Standards for Higher Education which included standards of assessment of learning by including authentic principles. Koh (2017) that this authentic assessment can serve as a powerful tool for assessing 21st century student competence in the context of global education reform, because the tasks assigned replicate real-world performance challenges and standards that are usually carried out by experts or professionals in the field (Chong, et al, 2016), in addition through authentic assessment, lecturers can measure the effectiveness of intellectual achievement or the ability of students to demonstrate understanding, think high-level (Keinanen, et al, 2018), and solve complex problems through performance in completing tasks which is given. This authentic assessment of students has the opportunity to synthesize knowledge and processes, to create new strategies or products, which in the assessment are oriented towards a continuous learning process and learning outcomes that reflect the ability of students (Webb, 2010).…”

Section: Practice Test and Assessment Criteria Observation Sheetmentioning

confidence: 99%

Improvement of Learning Office Administration Education Students with the Use of Authentic Assessment Performance in Office Practice

Churiyah

Puspa

Winarno

et al. 2019

Proceedings of the International Conference on Education, Social Sciences and Humanities - ICESSHum 2019

View full text Add to dashboard Cite

The purpose of this research and development is to produce an authentic performance-based assessment instrument for Office Practice courses for student Bachelor of Office Administration EducationThe assessment instrument developed includes unique psychomotor aspects to identify various skills that should have by students. This research was used by the Research and Development model of the Borg and Gall model. Product development results are validated by experts of content and construction. The trial of the assessment instrument was conducted to the 31 Office Administration Education students at Universitas Negeri Malang. The results of the study show that this authentic assessment can improve student competency in accordance with the challenges of the 21st century because the task given replicates real-world challenges and performance standards that are usually carried out by experts or professionals in the field. Lecturers can measure the effectiveness of intellectual achievement or the ability of students to understand and think of high-level students.

show abstract

How to measure students’ innovation competences in higher education: Evaluation of an assessment tool in authentic learning environments

Cited by 125 publications

References 27 publications

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

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

Assessing the Development of Collaborative Knowledge Work Competence: Scales for Higher Education Course Contexts

Improvement of Learning Office Administration Education Students with the Use of Authentic Assessment Performance in Office Practice

Contact Info

Product

Resources

About