Assessing Transversal Competences in Professional Internships: The Role of Assessment Agents

Autor/inn/en	Romeo, Marina; Yepes-Baldó, Montserrat; González, Vicenta; Burset, Silvia; Martín, Carolina; Bosch, Emma
Titel	Assessing Transversal Competences in Professional Internships: The Role of Assessment Agents
Quelle	In: International Journal of Instruction, 15 (2022) 1, S.717-732 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Internship Programs; Higher Education; Evaluators; Masters Programs; Professional Education; Critical Incidents Method; Reliability; Graduate Students; Competency Based Education; Comparative Analysis; Expertise; College Faculty; Teacher Student Relationship; Evaluation Methods; Quality Assurance; Foreign Countries; Scoring Rubrics; Evaluation Criteria; Spain + Suchen Sie Ihr Suchwort? Berufspraktische Ausbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Magister course; Magisterstudiengang; Berufsausbildung; Reliabilität; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Expert appraisal; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Qualitätssicherung; Ausland; Scoring formulas; Auswertungsbogen; Spanien
Abstract	The assessment process in higher education considers four aspects: assessment agents, procedure, content, and scoring. In this study, we delve into the who. We analyze the role of transversal competence assessment agents in the framework of professional internships in university master's degree programs, comparing the suitability of their assessment based on their degree of experience in each master's program. Four university master's degree programs, in the field of human and social sciences, were analyzed. To ensure the degree of expert competence among the participating judges, the K coefficient was used. Two expert and two nonexpert judges independently assessed the critical incidents narrated by the students and inquired about the competences described in the curricula. The reliability index between the assessments from expert and nonexpert judges was analyzed. The results show greater reliability among the assessments of expert judges compared to nonexperts. As a result, we conclude the importance of basing the selection of assessors on objective expert competence and not on criteria more linked to academic management. It is also necessary to include the critical incident method as a systematic information collection system to explicitly assess transversal competences. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01