This Challenge aims to enable you to assess the ability acquired by students to apply their knowledge, skills and attitudes in solving complex problems or real-life situations, in a specific context. Through this Challenge, you will learn to assess the evidence of acquired skills, in order to recognise the process your students have undertaken, take into consideration their progress, compare each one’s starting point and the progress made throughout the process.
24 hours approx. on the Platform (Theory)
21 hours approx. in the Classroom (Practice)
* Escalae Chair for Educational Innovation of the University of Malaga
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Registration and payment:
Register* and you can begin to use the Platform and be part of our TeachersPro professional learning community.
*Remember we offer free registration and access. At TeachersPro you only pay for the Challenges, which you will always be able to access from your own portfolio.
Developing the following skills:
Identify and use the assessment criteria, indicators or standards to choose the appropriate tests and tools to assess competencies.
Plan, in the learning sequences, initial activities that enable information to be collected on students’ levels of prior knowledge and that enable them to adapt the activities of their sequence to students’ needs and, later on, connect them with the new knowledge acquired.
Incorporate the three stages of training assessment into the design of the learning units, so that they can modify the sequences to personalise the learning for each student so the latter can develop the learning to learn competence
The new competency-based learning approaches require new approaches to assess students’ achievement, which force us to change the viewpoint and understand the importance and use of the assessment to prepare students, not just in knowledge but also in situated know-how that enables them to deal with the new challenges of an ever-changing world.
The Competency-based Assessment approach aims to identify, from a contextual and conceptual framework, the importance and usefulness of assessment for the teaching-learning process, so that it not only prepares students in terms of knowledge, but also on how to deal with real life situations.
This holistic and comprehensive nature of the competencies, as well as that of permanent development with different degrees of complexity and proficiency entails a competency-based assessment understood as a systematic process that requires mechanisms that enable comprehension of what the student is learning to be integrated, strategically combining all the skills of a competency before diverse intentions and complex situations of action, from critical reflection of the analysis of collected evidence that enable assessment of the components (knowledge, skills and attitudes) of the competency skills but, also, evidence of how to use the competencies distinctly in new situations that allows the level of performance in the relevant action to be seen.
Competency-based assessment requires continuous observation and critical reflection of students’ actions during their implementation, which enables recognition of the processes they follow to learn the lines of action, acknowledging the abilities they distinctly mobilise the competencies shown in relevant actions.
The Training Assessment Challenge enables:
- Verification of the extent your students attain their planned learning objectives, beyond the result of the academic assessment.
- Strategies to be designed for systematic observation of students through the learning process.
- The creation of records that allow the evolution of each one’s learning to be followed, to know the learning they do.
- Use of the assessment as a critical tool for each of the training process elements (objectives, content, learning activities, methodologies used, nature and validity of the assessment techniques used) to redirect the teaching-learning process to improve it.
- Assessment to be designed as a process for collecting information on students’ progress.
- Assessment to be understood as a process for improvement.
Through a personalised self-analysis, we will analyse and propose the course that best suits you, to first work on the skills you need most to develop your teaching competencies following your chosen Challenge.
We will propose:
- Practical case studies and different scenarios of educational practice
- Theory relating to the subject matter
- Proposal for application in your classroom or work environment
- Indications, suggestions and examples to implement real practice, gather evidence and share it with other colleagues.
TeachersPro is designed to develop teaching skills and competencies through interaction with other peers, expanding professional criteria through effective studying and sharing of practical situations in diverse contexts.
Our great commitment is that you can share your acquired knowledge and learning with the TeachersPro community comprising colleagues from different parts of the world, that you see yourself as a potential tutor for other teachers, and other participants as potential tutors for your own training.
You can ask for help through the TeachersPro community, as well as sharing your ideas and evidence of your practice, creating an exchange of knowledge that benefits everyone.
If needed, you can always turn to our team of expert tutors to give you constructive and rigorous feedback on your own evidence. You can sign up for this service on the Platform whenever you need it.
You will also have the chance to review the portfolios of other teachers with whom you share common interests and share evidence of your work on the TeachersPro Platform.
TeachersPro certifies the knowledge you acquire through a badge system. If you wish, at the end of each Learning Challenge you can obtain a professional teaching certificate for the competency you have completed through a specific tutor, and recognition from Finland University (the most important consortium of public universities in Finland).