DUGi

Student self-assessment a feedback seeking strategy through competence evaluation

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There is a body of literature that suggests that student self-assessment is a main goalin higher education (Boud et al., 1995; Tan, 2008); moreover new forms of work organization require a high level of skills and competences. The efforts to deal with competence gaps could be developed at many levels, such as employers, educational institutions, individuals and public agents. Employers could put into practice competence development programs to moderate these gaps. Educational institutions can restructure the curriculum to support students in attaining the competences that are essential in the labour market. Individuals themselves may deploy their resources (time and money) in general or specific competence training. Further, government agencies could fund competence promotion programs.Such challenges for education drive change in learning curricula and method, toproperly include the competences required for developing global workers who can movebeyond basic competence, to enhanced flexibility and adaptability. In performanceassessment methods, there is a shift from the traditional exam-based assessments to more innovative task assessment, which considers performance in multiple different tasks carry out by students.ICTs make it technologically feasible to carry out a complete and complex selfassessment of competences, which provides immediate results to students or other recipients. In the case of students, the evaluation of competences is relevant as developing competences is part - if not all - of the objectives of education. Therefore, it is an important element of the quality of educational organizations (e.g., universities), and of their organizational success. Further, educational organizations may put special emphasis on some differentiating competences, which can be a means of positioning and differentiationfrom competitors. Competence assessment is an instrument to make students conscious oftheir strengths and weaknesses, leading to higher motivation to develop their own learning career

Universitat de Girona. Institut de Ciències de l’Educació Josep Pallach