Competence format of learning outcomes - Teaching...

Competency format for learning outcomes

Using a competence approach in modern higher education increases the emphasis on learning outcomes.

Recognized authority in modernizing European education S. Adam, having analyzed various definitions of the concept of "learning outcomes" ("learning outcomes"), came to the following conclusion: in all cases, it is a written formulation of what a successful student or student is expected to be able to do on the basis of the learning outcomes. Common in all definitions is one key aspect: the desire to more accurately examine what exactly (in terms of knowledge, skills and (or) competencies) the learner acquires upon the successful completion of some segment of training. It is important that the learning outcomes are associated with the learner's achievements, and not with the teacher's intentions, which are learning goals .

Thus, in modern education, a transition is made from traditional methods of measuring and reflecting learning outcomes, which are characterized by the focus of "at the entrance" (for example, the number of study hours or a set of didactic units that should be taught), to methods oriented "on the way out" (using the results of training and competence, which should be formed). In other words, the emphasis is shifted from the content (what the teachers teach) to the result (what the student will be able to do) [2. P. 102, 111]. This is one of the central changes in the educational process associated with the introduction of a competence approach.

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Compared with the traditional methods of developing educational programs, the results orientation provides significant flexibility in the learning process, when the various trajectories of the latter can lead to comparable results that are easier to account for in other programs and can become the basis for enrolling the next cycle program. The concept of comparability of learning outcomes allows not to violate the autonomy of other educational institutions and educational cultures. As we see, this approach promotes diversity - both within the framework of one educational institution, a country, Europe or the world, and within the framework of one educational program [200. 18].

The TUNING project identifies two types of learning outcomes: minimum requirements that determine the level of credits required for this course, and expected learning outcomes ( intended learning outcomes), i.e. those results, the achievements of which in terms of competencies are expected by teachers from a typical (average) student. Expected learning outcomes seem to be more in line with the traditions of teaching and learning in most European countries [200. P. 56].

Here are three specific examples that illustrate the use of a competency format for presenting expected learning outcomes.

1) Example of subject-specific competence in history: The learner can demonstrate the ability to properly comment and annotate texts and documents in accordance with the rules of criticism adopted in this area .

2) Example of subject-specific competence in physics: The learner can describe and explain the principles of the operation of the basic devices of optoelectronics; optical glass fibers; liquid crystal displays; bipolar and surface MOSFETs and LEDs. "

3) Example general competencies: "The trainee can demonstrate effective knowledge of information search skills with respect to primary and secondary information sources, including computer-assisted interactive search"; [167. P. 219].

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