Introducing KeyCoNet
Caroline Kearney, European Schoolnet
Workshop 1: Comparing country approaches to assessing key competences
Irish EU Presidency Conference on Better Assessment and Evaluation
www.europeanschoolnet.org - www.eun.org
Scope
European policy network
IMPACT ON POLICIES (recommendations)
on the implementation
KNOW HOW
EUROPEAN FRAMEWORK OF 8 KEY COMPETENCES:
1. COMMUNICATION IN MOTHER TONGUE
Subject/knowledge based
2. COMMUNICATION IN FOREIGN LANGUAGES
3. MATHS, SCIENCES & TECHNOLOGY COMPETENCES
of key competences
4. DIGITAL COMPETENCE
5. LEARNING TO LEARN
6. SOCIAL AND CIVIC COMPETENCES
Cross-curricular areas
7. SENSE OF INITIATIVE AND ENTREPRENEURSHIP
8. CULTURAL AWARENESS AND EXPRESSION
These key competences are all interdependent, and the emphasis in
each case is on:
in
school education
• critical thinking
• creativity
• initiative
• problem solving
PRIMARY & SECONDARY
• risk assessment
• decision
taking EDUCATION
GENERAL
• constructive management of feelings
Two main working areas
Website, literature
Curriculum reform,
pilot project, school
experiment, national
Identifying
Increasing
analysing
network
mapping
influence
etc.
KCD INITIATIVES
&
IMPLEMENTATION
Phases, role of
notes/studies, PLVs,
videos, country
overviews, newsletter,
webinar, online
strategy, public
debate, legislation,
reviews, case
STRATEGIES
consultation on
through
recommendations etc.
dissemination
and membership
Spread of
various
stakeholders in
stakeholders,
countries covered
evaluation, etc.
Other EU countries
Core remit: identifying and analysing emergent strategies
in implementing key competences into education reforms,
and producing recommendations.
Major focus
Teacher
Student
training
assessment
How to implement a holistic approach for an effective
change in the student curriculum?
Learning
School
resources
organisation
Enablers?
Obstacles?
Partners
Policy
Research
Practice
•BMUKK (AT)
•DGESCO (FR)
•AKOV (BE - nl)
•CEJA (ES)
•NCCA (IE)
•TIGER LEAP (EE)
•Uni. Helsinki (FI)
•Uni. Jyväskylä (FI)
•EIESP (FR)
•IFE (FR)
•Uni. Oslo (NO)
•Uni. Lisbon (PT)
•Uni. Minho (PT)
•UNED (ES)
• INSP.GEN (FR)
• REKTORSAKADEMIEN (SE)
• JA-YE (BE)
Consult our website & outputs
Website
(http://keyconet.eun.org)
Brochure
Lit. review on
KC assessment
Case note catalogue
Newsletter
Outputs on USB
Structure of workshop
Two
presentations
Group
discussions
Feedback
• UK example (K. Grant)
• FR examples (B. Pajot)
• 3 groups (led by KeyCoNet partners)
• 1 question to answer per group
• Rapporteurs to feedback 3 main
points emerging from group
discussion
Questions for group discussion
Group 1:
How are KCs
assessed?
Group 2:
Portfolios
Group 3:
ICT
• Are key competences assessed in your country?
• If so how are they assessed: through the curriculum or as an
extra assessment and qualification?
• What are the advantages and disadvantages of each?
• The use of portfolios as an assessment approach recognises
the complexity of assessing experiential and active learning
without reducing the process into an assessment focused on
the acquisition of knowledge alone.
• What are your views?
• Can ICT contribute to the assessment and evaluation of key
competences?
• What are your experiences of the use of ICT in relation to
key competences in your country?
ASDAN Certificate of Personal
Effectiveness (CoPE)
Kath Grant – Head of Personal Effectiveness, ASDAN
ASDAN Certificate of Personal Effectiveness
CoPE
Key Competences in Personal and Communication
Skills
Assessed Competences in…
•
•
•
•
•
•
Working With Others
Improving own Learning
Problem Solving
Research
Discussion
Oral Presentation
Teaching & Assessment Contexts
•
•
•
•
•
•
Enterprise
Community & Volunteering
Work Experience
Outdoor & Adventure
Expressive Arts
Academic
Recording documents - mandatory
Supporting Evidence – individual
Support from Employers
“Building up my own interior design business took skills they
don’t necessarily teach you in school, skills like creative thinking
and problem solving. Young people should be encouraged,
through education, to follow their own passions and interests.
They’re going to be much more motivated if they are allowed
to express their individuality and if they can see how their
learning connects to real life outside the classroom.
I left school at 18 and it took me a while to find my calling, but
once I did, there was no stopping me. Success came from
pursuing my passion for vintage designs and from having the
confidence to buck the trends of the time. It would be great if
schools could instill that sense of self-belief in all students, and
recognise creativity in the same way that they recognise
academic achievement. That’s why qualifications like ASDAN’s
CoPE are so important, because they allow young people to
be recognised and rewarded for their individual talents, without
requiring them to ‘fit the mould’.” Cath Kidston
Support from Employers
“Employers need young people with
the employability skills essential for
work-and life. These skills- application of
numeracy and literacy and IT, self
management, team working, problem
solving, business awareness-can be
developed through school based study
and work experience. Students who
take ASDAN’s Certificate of Personal
Effectiveness should be able to
demonstrate that they have the skills
employers are looking for-and they will
be warmly welcomed by employers.”
Susan Anderson CBI
Endorsement by HE
Bath Spa University
Brunel University
Burton College
De Montfort University
Goldsmiths College
Harper Adams University College
Heriot-Watt University
King’s College London
Leeds College of Music
London Metropolitan University
Loughborough University
Mid – Cheshire College
New College Nottingham
Newman University College
Nottingham Trent University
Oxford & Cherwell Valley College
Swansea University
Swansea Metropolitan University
The Royal Agricultural College
(Formerly Swansea Institute of Higher Education)
University of Abertay Dundee
University of Aberdeen
University of Bradford
University of Bedfordshire
University of Buckingham
University of Cumbria
University of Derby
University of Dundee
University of Glasgow
University of Huddersfield
University of Liverpool
University of Newcastle
Wakefield College
York College
Network
• Free local meetings 3x year
• Cluster Leader advice
• Interim feedback
Resources
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CoPE resource pack
CoPE demonstration portfolios
CoPE posters
CoPE Schemes of Work ; Levels 1 & 2
CoPE portfolio binder
CoPE stickers
Assessment of Key Competences: two French
examples in lower secondary education
Bertrand PAJOT – General Inspectorate – French Ministry of Education
KeyCoNet Workshop
19 March 2013- Dublin Castle
Background:
•
•
A national policy: the development of the “socle commun” (core
curriculum of knowledge and competences) introduced by the 2005 law,
with 7 competences mainly mainly based on the European Key
competences framework, and concerning each level of compulsory
education (primary and lower secondary schools).
A centralized country…but with the possibility of pedagogical initiatives
at local level:
–
–
linked to national experiments, which want to test new pedagogical approaches or tools.
Linked to local experiments, in which pedagogical teams want to test new “know-how” to
answer to specific needs for their pupils.
Example 1:
• A pilot competences portfolio (collège de Montastruc):
– Uses a pilot portfolio, defined at national level, but possibly adapted
to local use.
– Compiles in and outside schools’ competences
– Helps each student to :
• have a better understanding of competences
• develop confidence in their own abilities and self esteem, at an age in which
their relations with teachers change a lot.
• highlight their experiences and informal learning
Example 2:
• Competences and self esteem ( collège de Vérac):
– implementation of non numerical assessments to reinforce
students’ self esteem and involvement in their studies.
– development of an IT tool by the pedagogical team to help
assessment of the disciplinary and cross curricula
competences.
Results:
• A better mastering of key competences by the teachers
(content, link to syllabi and subjects, assessment of
processes, etc.),
• Changes in students’ attitude toward their schooling,
implying less stress about their learning skills.
• A real interest in other ways to assess: portfolio, non
numerical evaluation by all stakeholders.
• positive influence in students’ achievement
• better image of the school by the students and their
families.
Prospects:
• Use these initiatives (and many others…):
– To help teachers improve their teaching and assessment by
competences, “hot issues” in many lower secondary schools.
– To produce resources for initial and in service training, identifying
best practices.
– To extend these methodologies to upper secondary education
(“lycée”)
• Provide information for the new education act in which the
core curriculum’s objectives are completed by the ideas of
culture as well as knowledge and competences.
• Many thanks for your attention.