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Ecvet quality

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  • It is important to respect existing (national or system-level) regulations on assessment andto accept that different forms of assessment can be reliable and valid.
  • Transcript

    • 1. Creating Mutual Trust through ECVET Rea Tuominen Project Manager Jyväskylä College, Finland
    • 2. Why ECVET?The aim is to support mobility of European citizens andimprove the possibilities for recognition of learningoutcomes achieved abroad and fully integratemobility into learners’ learning pathways.Key concepts: mutual trust, learning outcomes andavoidance of duplication
    • 3. QUALITY = MUTUAL TRUST• Process• Common language• Expected learning outcomes (considering the place and scope)• Assessment – targets, criteria, methods, profile of assessors• Documentation• Credits/ transfer of credits/ validation and recognition• Practical arrangements
    • 4. ECVET as a processBefore During AfterMemorandum of Transcript of Record Validation andUnderstanding (Europass mobility certificate) RecognitionLearning Agreement Assessment Europass mobility certificateMotivation Monitoring EvaluationSelection Mentoring GuidancePreparation (formative evaluation) Recognition Linguistic Cultural Practical Pedagogical Psychological
    • 5. LEARNING OUTCOMESStatements of what a learner knows, understands and is able to do on completion of a learning process.
    • 6. INPUT vs. LEARNING OUTCOMESResult/ competence oriented curricula:Focused on results and learning outcomes= statements of what a learner knows, understandsand is able to do on completion of a learningprocess.Input oriented curricula:More focused on regulating e.g. time spent andresources used in the context of formal education.
    • 7. KSC• KNOWLEDGE The outcome of the assimilation of information through learning. Knowledge is the body of facts, principles, theories and practices that is related to a field of work or study. Theoretical and/or factual.• SKILLS The ability to apply knowledge and use know-how to complete tasks and solve problems. Skills are described as cognitive (involving the use of logical, intuitive and creative thinking) or practical (involving manual dexterity and the use of methods, materials, tools and instruments)• COMPETENCES The proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and personal development. Competence is described in terms of responsibility and autonomy.
    • 8. COMPARISON OF LEARNING OUTCOMES Can learning outcomes be matched? What are the similarities? Are there (significant) differences?Mapping the similarities/differences:1. Identify matching LOs2. Identify LOs in the module/curriculum that are mentioned only in one of the documents being compared and you consider relevant for the unit3. Select the relevant Los for the learning mobility
    • 9. HOW TO FORMULATE LOs?• Active, clearly understandable verbs: measurable or observable actions, e.g. "explain", "represent", "apply", "analyse", "develop", etc. (Blooms taxonomy)• Specification and contextualization of the active verb: a verb and the related object as well as an additional (part of a) sentence describing the context• Avoiding vague, open formulations : clear (simple and unambiguous) terminology• Orientation towards minimum demands for achieving learning outcomes• Qualifications /competence level is described comprehensibly: formulations (verbs and adjectives) should reflect the level of qualification/competence (EQF)
    • 10. “DEMAND” APPROACH TO DESIGNING LOs FOR LEARNING MOBILITYWhat is the student expected to learn during the mobility? Identify learning outcomes in the sending organisations own curriculum/syllabus. Discuss the learning outcomes with the hosting organisation, reformulate for better mutual understanding if necessary. Select the expected learning outcomes for the learning mobility taking into consideration the scope and place of the mobility period and document them in the Learning Agreement. Identify and document the competences that enhance or complement the national requirements if relevant (incl. non-formal and informal LOs).
    • 11. “SUPPLY” APPROACH TO DESIGNING LOs FOR LEARNING MOBILITYWhat can a student learn at this work place? Identify what can be learned in a specific host company in terms of learning outcomes. Identify and document also the competences that enhance or complement the national requirements (incl. non-formal and informal LOs). Discuss the learning outcomes with the sending organisation, reformulate for better mutual understanding if necessary. Select the expected learning outcomes for the learning mobility taking into consideration the scope and place of the mobility period and document them in the Learning Outcomes.
    • 12. ASSESSMENT• The hosting institution organises the assessment of learning outcomes as specified in the LA or MoU .• The assessment can be done by teachers, trainers, employers, etc. depending on the education and training and assessment arrangements and procedures that are used in the host context.• It is important that the hosting and home institutions discuss, prior to the mobility, the assessment methods used and the profile of assessors to make sure that these meet the quality assurance requirements expected by the home institution which will validate the credit. This does not mean that the assessment methods and profile of assessors should be the same between the home and the hosting institution.
    • 13. HOW?• A unit of learning outcomes should be designed in such a way as to provide a(n almost) consistent and structured learning process, with agreed coherent learning outcomes and clear criteria for assessment.• In a learning agreement the partner institutions and the learner agree on corresponding units of learning outcomes. These can be explained more precisely by concrete and assessable work assignments. In this context, the partners must also agree on the scope of a unit of learning outcomes in relation to the duration of the mobility phase, i.e. the "work load" in the sense of the time required to complete the unit of learning outcomes.
    • 14. ASSESSMENTWHAT? - Compare the criteriaAre the criteria transparent? Do they match? Can you easily identify KSC (best fit)?HOW? - Discuss methods and context of assessmentHow would these LOs be assessed in each country (test, observation, portfolio, self-assessment)?Identify the most suitable/ relevant assessment methods to be used in the context oflearning mobility (relevance and appropriateness)?Are there restrictions/obstacles that need to be considered (e.g. legal orlinguistic)?WHO? - Discuss the assessorsQualifications, profiles and functions – teacher, trainer, work place tutor/instructor? .
    • 15. THE RELEVANCE OF CREDIT POINTS CREDIT POINTS CREDIT = assessed learning outcomes
    • 16. ECVET as a processBefore During AfterMemorandum of Transcript of Record Validation andUnderstanding (Europass mobility certificate) RecognitionLearning Agreement Assessment Europass mobility certificateMotivation Monitoring EvaluationSelection Mentoring GuidancePreparation (formative evaluation) Recognition Linguistic Cultural Practical Pedagogical Psychological
    • 17. Developing ECVET partnerships and establishing mutual trust• Identifying the unit(s) of learning outcomes• Delivering the learning activities• Assessing whether the learner has achieved the expected learning outcomes• Validating and recognising learners’ credit on their return to the home institution
    • 18. Rea TuominenProject ManagerJyväskylä EducationalConsortium/Jyväskylä Collegerea.tuominen@jao.fi+358403416159

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