Competency Assessment Tool (CAT). The Evaluation of an Innovative Competency-Based Assessment Experience in Higher Education

Autor/inn/en	Ion, Georgeta; Cano, Elena; Cabrera, Nati
Titel	Competency Assessment Tool (CAT). The Evaluation of an Innovative Competency-Based Assessment Experience in Higher Education
Quelle	In: Technology, Pedagogy and Education, 25 (2016) 5, S.631-648 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2015.1134635
Schlagwörter	Foreign Countries; Competency Based Education; Evaluation Methods; Educational Innovation; Higher Education; College Students; Student Journals; Electronic Journals; Reflection; Competence; Skill Development; Metacognition; Questionnaires; Satisfaction; Learning Processes; Information Technology; Technology Integration; Mixed Methods Research; Student Evaluation; Formative Evaluation; Electronic Publishing; Web Sites; Universities; Virtual Universities; College Faculty; Likert Scales; Spain + Suchen Sie Ihr Suchwort? Ausland; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Instructional innovation; Bildungsinnovation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Studentenzeitung; E-Journal; Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Fragebogen; Zufriedenheit; Learning process; Lernprozess; Informationstechnologie; Schulnote; Studentische Bewertung; Elektronisches Publizieren; Web-Design; University; Universität; Fakultät; Likert-Skala; Spanien
Abstract	This article examines an innovation in teaching-learning and assessment processes through the use of a platform called the Competency Assessment Tool (CAT). It allows for the tracking of student blogs with the objective of improving self-reflective processes and providing feedback. The experiment was carried out in six universities in Catalonia, Spain, and involved seven different subjects. The CAT platform and its features related to the acquisition of competencies are presented, as are users' opinions on the metacognitive and feedback processes provided by the tool. The methods used were questionnaires received by students and teachers. Results show a high level of satisfaction for all those involved and emphasise that student participation in the assessment process increases their awareness of the teaching-learning process through self-regulation procedures. The most significant result is related to the use of electronic tools as an appraisal instrument and their enhancement of competency-based assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01