SLIDE 1 SEM EMINARIO NAZIONALE
Promuovere l’apprendimento incentrato sullo studente nelle istituzioni di is istru truzione su supe periore
Univ iversità di i Pis isa, 10-11 dice icembre 2015 Aula la Magn gna Fratell lli Pon
rvo - Via ia Bu Buon
isa
Erasmus+ (KA 3) - “Consolidating Higher Education Experience of Reform: norms, networks and good practice in Italy (CHEER)”
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Erasmus+ (KA 3) - “Consolidating Higher Education Experience of Reform: norms, networks and good practice in Italy (CHEER)”
TUNING MOTTO: PREPARING OUR GRADUATES BEST FOR THEIR ROLE IN SOCIETY
The contribution of the Tuning Process around the world: placing the student at the centre
Robert Wagenaar, Esperto di Bologna (NL), Co-coordinatore Interntational Tuning Academy, Università di Groningen
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Erasmus+ (KA 3) - “Consolidating Higher Education Experience of Reform: norms, networks and good practice in Italy (CHEER)”
Content
1. Social-Economic Reality: Financial and Economic crisis, 2008 – present 2. Modernisation agenda in Higher Education 3. TUNING: A global initiative 4. Present State of Affairs: Wider acceptance of competence approach 5. Integration of domain / subject specific and generic competences 6. Need for reliable instruments 7. Contribution of Tuning 8. Tuning Assessment Sector / Subject Area Based Frameworks
SLIDE 4 Erasmus+ (KA 3) - “Consolidating Higher Education Experience of Reform: norms, networks and good practice in Italy (CHEER)”
- 1. SOCIAL-ECONOMIC REALITY: Financial / Economic Crisis 2008 – present
High level of unemployment (e.g. 26 million in Europe) Vacancies / job openings: experience required Tenures / Jobs for life have become exceptional Life Long Learning: Mismatch capacities and needs: role of companies / organizations Tendency to prolong studies: knowledge related, less skills and wider competences but in contrast also more intense studying and avoiding part time work Social cohesion of societies challenged Individual tolerance and self-confidence under pressure Are there other relevant tendencies not mentioned?
Effects on role of Higher Education?
SLIDE 5 Erasmus+ (KA 3) - “Consolidating Higher Education Experience of Reform: norms, networks and good practice in Italy (CHEER)”
- 2. Modernization agenda in Higher Education
DRIVERS:
- Paradigm shift: from expert-driven teaching and learning to student-centered learning
(input to output)
- Basing curricula on programme and module/unit learning outcomes
- Preparing graduates for employability and citizenship (developing competency)
- Internationalization of Higher Education and the Labor market
- Autonomy – Accountability – Quality Assurance – Accreditation of Higher Education
Institutions and their programmes
- European / National / Sectoral Qualifications Frameworks
- Need felt to compare achievements of learning in (inte)rnational perspective
- Tuning Educational Structures in Europe and beyond initiatives: Methodology for
developing outcome based degree programmes and transnational Frameworks of Reference Points at Subject area and Sectoral level since 2000
SLIDE 6 Erasmus+ (KA 3) - “Consolidating Higher Education Experience of Reform: norms, networks and good practice in Italy (CHEER)”
3.TUNING: A global initiative
- Is a university / academics driven process established in 2000 involving more than 100
countries / 1000nds of institutions and 10.000nds of academics
- Offers a universal approach to reform higher education at the level of higher educational
institutions and subject areas at national, transnational and global level
- Consists of a methodology to (re-) design, develop, implement and evaluate study
programmes for each of the three cycles
- Serves as platform for developing reference points at subject area and sector level,
based on a wide stakeholder consultation, including employers, graduates, students and academic staff. The reference points – fully respecting diversity and autonomy - are relevant for making programs of studies comparable, compatible and transparent
- Contributes to the development and enhancement of high-quality competitive study
programmes by focussing on fitness of purpose (to meet expectations) and fitness for purpose (to meet aims): Placing students in the centre
- Transcends "delivery" and encompasses all learners
SLIDE 7 Erasmus+ (KA 3) - “Consolidating Higher Education Experience of Reform: norms, networks and good practice in Italy (CHEER)”
- 4. Present State of Affairs: Wider acceptance of competence approach
Required modernization process develops very slowly Most degree programmes still not student-centred but expert/teacher driven Discourse of the relevance of generic competences has spread More attention towards number of basic competences: analyzing and synthesizing, writing and oral skills Use of instrument of (work) placements is growing Development of competences such as entrepreneurial skills, creativity, teamwork, project work, leadership, intercultural competences, conflict management obtain still no or very limited attention Main challenge: How to train and assess many of these competences when expertise and experience is missing
SLIDE 8 Erasmus+ (KA 3) - “Consolidating Higher Education Experience of Reform: norms, networks and good practice in Italy (CHEER)”
- 5. Integration of domain / subject specific and generic competences
Well understood by now that graduates need generic competences and these need to be trained; however, academic staff is missing the expertise; staff development not being a priority Only sensible way forward is to relate generic competence development to a domain
- f knowledge: forces academic staff to re-think their modes of teaching, learning and
assessment Is there an alternative approach? Suggestions? Bringing in external experts? Employers? Graduates? Implications for informal and non-formal contexts
SLIDE 9 Erasmus+ (KA 3) - “Consolidating Higher Education Experience of Reform: norms, networks and good practice in Italy (CHEER)”
WHY choose for an integrated approach of generic and subject specific competences ?
The Tuning experience shows:
- Generic competences are developed as part of the body of knowledge and skills of
a subject area (integrated approach)
- Only a limited number of generic competences can be developed / trained, which
requires choices
- The core set of generic competences partly differs per sector / subject area
- Application of generic competences differs between sectors / subject areas: e.g.
analyzing and synthesizing, teamwork, communication skills, entrepreneurship, etc.
SLIDE 10 Erasmus+ (KA 3) - “Consolidating Higher Education Experience of Reform: norms, networks and good practice in Italy (CHEER)”
- 6. Obvious need for reliable instruments for:
- Reforming HE degree programmes
- Recognition of Studies in national and international perspective
(Meta-Profiles for disciplines, Sector and Meta Qualifications Frameworks)
- Measuring Learning Time and Level (Credits and Learning Outcomes)
- Comparing Achievement of Learning (Assessment Frameworks)
- Quality Enhancement and Assurance
SLIDE 11 Erasmus+ (KA 3) - “Consolidating Higher Education Experience of Reform: norms, networks and good practice in Italy (CHEER)”
- 7. Contribution of Tuning
- A. Global facilitator National and International cooperation of Higher Education
Institutions and their academics
- B. Application of bottom-up approach to reform
- Development and use of methodology for reforming and enhancing degree
programmes
- C. International reference frameworks of levels and approaches:
- Development and use of international conceptual frameworks / meta-profiles
at disciplinary and sector level (reference points / standards) NEXT Step: Development of Assessment Frameworks to compare and to measure learning achievements (as an instrument for quality enhancement)
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Erasmus+ (KA 3) - “Consolidating Higher Education Experience of Reform: norms, networks and good practice in Italy (CHEER)”
7-A. Contribution of Tuning
Europe Latin-America Russia Japan Africa Central Asian Republics United States Middle East and North Africa Feasibility studies: Australia, Canada, China, Thailand, India
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Tuning Europe Tuning Russia
Tuning América Latina
Tuning Africa
TuCAHEA: Towards a Central Asian Higher Education Area
CALOHEE
SLIDE 14 Erasmus+ (KA 3) - “Consolidating Higher Education Experience of Reform: norms, networks and good practice in Italy (CHEER)”
7-B. Tuning Golden standard for enhancing / designing degree programmes: 10 steps approach + Guide to Formulating Degree Profiles
- 1. Determine need and potential
- 2. Define the profile and the key competences
- 3. Formulate the Programme Learning Outcomes
- 4. Decide whether to ‘modularise’ or not
- 5. Identify competences and formulate learning outcomes for each
module
- 6. Determine the approaches to teaching, learning and assessment
- 7. Check whether the key generic and subject specific competences
are covered
- 8. Describe the programme and the course units
- 9. Check balance and feasibility
10.Implement, monitor and improve
SLIDE 15 Erasmus+ (KA 3) - “Consolidating Higher Education Experience of Reform: norms, networks and good practice in Italy (CHEER)”
Role of frameworks:
Offer agreed indicators of:
EQF Descriptors
TUNING Sectoral Reference Points TUNING Subject Specific Frameworks: Reference Points Tuning Sector / Subject Area Based Assessment Frameworks
- C. International reference
frameworks of levels and approaches Profiles of individual degree programmes
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Erasmus+ (KA 3) - “Consolidating Higher Education Experience of Reform: norms, networks and good practice in Italy (CHEER)”
Humanities and the Arts Social Sciences Natural Sciences Health Care Engineering
Subject areas / disciplines: mono-, multi-, interdisciplinary
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Frameworks in TUNING Subject Area Meta-Profiles publications …
SLIDE 18 December 15, 2015 Slide 18
- 8. Tuning Sector / Subject Area Assessment frameworks
CALOHEE: Measuring and Comparing Achievements
- f Learning Outcomes in Higher Education in
EUROPE
Intended Learning Outcomes – Implemented Learning Outcomes – Achieved LO Supported by EU Consortium Partners: 10 universities European Associations and Organisations: ESU, ECA, EURASHE, ENAEE (in advisory
board also: EUA and ENQA)
European University networks: Coimbra, Santander, UNICA, Utrecht, Compostela
Open Call of Interest will is launched in December 2015 to identify another 60 universities to involve ! Deadline: 15 January 2015
Press Release: Do students enrolled in higher education around Europe develop the competences they need? Are study programmes delivering their promises? Can we learn to compare student's achievements in different countries in a meaningful way? A new EU funded project, called CALOHEE, will help to find the answers to these questions by developing the infrastructure that will eventually make it possible to test bachelor and master students’ performance Europe-wide across a range of fields in a way that satisfies the needs of the various stakeholders in the European higher education community. The project will start this autumn and first results are expected in spring 2017. The project will initially cover five subject areas, representing five significant academic domains: Engineering (Civil Engineering), Health Care (Nursing), Humanities (History), Natural Sciences (Physics) and Social Sciences (Education). After this initial stage, the outcomes can be used to examine many other degree programmes as well.
SLIDE 19 Erasmus+ (KA 3) - “Consolidating Higher Education Experience of Reform: norms, networks and good practice in Italy (CHEER)”
Three phases:
First phase – Update the frameworks of reference points
- Development of 5 refined conceptual frameworks of reference points for first (bachelor) and second
cycle (master) at sectoral and subject area / disciplinary level (based on Tuning model): cycle descriptors / typical occupations / overview of TLA-approaches Second phase - Produce the assessment frameworks
- Development of assessment framework per domain/subject area consisting of:
- Clear set of assessment criteria based on the multi-dimensional approach doing justice to
different types of institutions and profiles;
- Detailed test blue print for each of the assessments and
- Detailed work plan for the creation and implementation of the assessments. Education, History,
Nursing and Physics for the final stage of the first cycle (bachelor); Engineering either end first cycle or end second cycle (master).
- Preparation of White paper which will lay out the costs/benefits for various assessment designs for
making evidence based decisions regarding next steps. Involvement of Educational Testing Service (ETS) Third phase – Design the multi-dimensional tests + Testing (next phase project) Development of multi-dimensional tests Testing of students of 5 subject areas in 5 X 75 higher education institutions
SLIDE 20 Erasmus+ (KA 3) - “Consolidating Higher Education Experience of Reform: norms, networks and good practice in Italy (CHEER)”
Building on work established and lessons learned:
- Regional approach: initial focus on Europe / EHEA only
- Trans(national) and Sectoral Qualifications frameworks /TUNING model for Conceptual
frameworks /Available experience regarding comparative (trans)national assessments
- Integrated approach of subject specific and generic competence development (general
competences tested in relation to disciplinary ones)
- Multi-dimensional approach to do justice to different missions and profiles of Higher
Education institutions and degree programs (research based / applied based) based on shared body of knowledge and skills
- Use of four dimensions / parameters – all related to subject area: 1) theoretical
knowledge and skills; 2) application of knowledge and skills; 3) preparation for employability and 4) active citizenship
- Five subject areas / disciplines representing the five main academic sectors
- The assessments / tests will take place at the final stage of the first cycle / bachelor
SLIDE 21 MULTI-DIMENSIAL APPROACH Base assessment on four parameters / categories:
Common body of knowledge, skills and wider competences
Employability
Assessment framework
Active Citizenship Theory and research skills Application knowledge and skills
Example of a university
sciences (based on profile and mission) Example of a research university (based on profile and mission) Shared body
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Main expected results of first project phase (2016-2017): Conceptual frameworks for the five academic sectors Conceptual frameworks for: Nursing, Physics, Civil Engineering, Education and History Detailed assessment frameworks (criteria) for mentioned Subject Areas based on multi-dimensional approach Matrix model to distinguish between different types of institutions Detailed test blue print for each of the assessments Detailed work plan for the creation and implementation of the assessments White paper explaining costs/benefits for various assessment designs; allowing for evidence based decisions regarding actual comparative assessment phase
What is in it for the student? What is in it for degree programmes / departments / academic staff? What is in it for the management and leadership of institutions? What is in it for quality assurance / accreditation?
Erasmus+ (KA 3) - “Consolidating Higher Education Experience of Reform: norms, networks and good practice in Italy (CHEER)”
SLIDE 23 Logo university enrolled (optional)
Student will obtain a certificate which contains:
- his/her individual scores (xx/100)
- verall average scores all participants
(xx/100)
- average scores of peer group of student
(based on comparison of mission/profile) (xx/100)
- Score cards distinguishing four
identified categories
- Explanation and purpose of the
assessment
- Explanation of the structure of the test:
four categories + comparison to peer group of student
What is in it for the student ?
CERTIFICATE Name of student
Date of birth Home university + enrolment identification number Date assessment taken
Reading guide Description of the assessment and its aim, explaining its outline and structure (four categories) and guidelines for interpretation of score cards.
SLIDE 24 Logo university enrolled (optional)
Department / staff will obtain insight into:
- Performance of its individual
students (xx/100)
- Performance of its cohort compared
to overall average scores all participants (xx/100)
- Performance of its cohort compared
to average scores of peer group of student (based on comparison of mission/profile) (xx/100)
- Score cards distinguishing four
identified categories
- Identification of strengths and
weaknesses of own programme and students (taking into account own profile and mission)
What is in it for degree programs / departments / academic staff?
Name of student Score cards
Knowledge and skills discipline Cat 1 Cat 2 Cat 3
Ability to apply disciplinary knowledge and skills in practical situations Cat 1 Cat 2 Cat 3
Preparation for employability Cat 1 Cat 2 Cat 3
Preparation for citizenship Cat 1 Cat 2 Cat 3
SLIDE 25 Erasmus+ (KA 3) - “Consolidating Higher Education Experience of Reform: norms, networks and good practice in Italy (CHEER)”
What is in it for the management and leadership of institutions?
Higher Education Institution management / leadership will obtain information about: whether the learning outcomes of its programme(s) is/are [not] up-to-standards whether the learning outcomes [do not (sufficiently)] meet the mission and profile of the institution / programme which are the strengths and weaknesses of the program(s) according to the four identified categories whether data / evidence shows if there is room for quality enhancement of (aspects
- f) the program (in comparative perspective)
whether teaching / learning / strategies work well or if they should be enhanced / replaced by more effective ones whether the programme is able to compete with comparable programmes in an (inter)national context
SLIDE 26 Erasmus+ (KA 3) - “Consolidating Higher Education Experience of Reform: norms, networks and good practice in Italy (CHEER)”
What is in it for quality assurance / accreditation?
At international level:
- Shows whether international standards are met as agreed in meta-qualifications
frameworks: EQF / QF for EHEA, at transnational sector and subject area level At national level:
- Shows whether absolute, i.e. threshold, quality levels are met by programs
- Offers insight into national and international levels of achievement of learning
according to the four identified categories (respecting the mission / profile of programmes involved
- Might (in the longer run) offer opportunities for simplifying quality assurance and
accreditation systems (‘proof is in the eating of the pudding’)
SLIDE 27 Erasmus+ (KA 3) - “Consolidating Higher Education Experience of Reform: norms, networks and good practice in Italy (CHEER)”
If successful, the outcomes of the feasibility study of CALOHEE will offer a reliable instrument:
- to decide what quality is
- to articulate better threshold and average levels in (inter)national
perspective and comparison
- to identify the best / most effective approaches in learning, teaching and
assessment to meet the defined learning outcomes
- to check whether the Bologna / Europe 2020 objectives are met
- delivering data / evidence to build tailor made staff development
programmes CALOHEE should also be perceived as an additional instrument to the tool box for developing / maintaining an internal quality culture
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E-Mail address:CALOHEE@rug.nl
