Strazny, Sabrina (24 November 2016). Why teachers don't test competence-based? (Unpublished). In: International Consortium for Educational Development ICED 2016. South Africa. 23.-25.11.2016.
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Competence-based teaching can only succeed if testing is also competence-based.
Students adapt their learning methods to fit exams. Any learning strategies that go beyond the requirements of the tests are ignored since they are not seen as useful. This often leads to so-called ‘bulimia learning’ rather than to competence acquisition.
It is furthermore recognised that teachers view learning outcomes as mere administrative exercise and do not use these as basis in the design of their exams, which, in turn, often inhibits a competence-based design of higher education teaching.
The competence-based assessment is closely linked with the design of competence-based teaching-learning-settings and the learning behaviour of students. Therefore, the research question focuses on finding which are the factors that either inhibit or promote competence-based testing at universities.
To address this question, the factors which influence teachers when selecting and designing their exams were first identified and then verified by reference to qualitative interviews with university teachers.
The findings, which will be published as part of my thesis in 2017, will reveal basic clues as to which aspects of higher education policies and principles of teaching need to be adjusted to aim closer to competence-based teaching and testing and enhance the quality of education.
The preliminary findings from my research will be presented and discussed at the ICED Conference 2016.
Item Type: |
Conference or Workshop Item (Poster) |
|---|---|
Division/Institute: |
09 Interdisciplinary Units > Centre for University Continuing Education |
UniBE Contributor: |
Strazny, Sabrina |
Language: |
English |
Submitter: |
Sabrina Gallner |
Date Deposited: |
08 Jun 2017 08:36 |
Last Modified: |
05 Dec 2022 15:03 |
BORIS DOI: |
10.7892/boris.96414 |
URI: |
https://boris.unibe.ch/id/eprint/96414 |
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