Assessing the development of student generic competences in

education-related university degreesGamazo, A., Olmos-Migueláñez, S., Torrecilla-Sánchez, E.M. and

Sánchez-Prieto, J.C.University of Salamanca

Table of contents Introduction Aim Competence definitions Methodology Results Conclusions

INTRODUCTIONThe importance of student competences

Introduction

Educational innovation

Technology advances

GlobalisationSocial

changes

EDUCATION SYSTEM

HIGHER EDUCATION

Introduction

Enhance graduate

competences

Further studies Labour world

BOLOGNA PROCESS

IntroductionADMINISTRATIVE LEVELS OF COMPETENCE DEVELOPMENT

EUROPE: Overarching Framework of Qualifications of the European Higher Education Area Generic transversal competences (autonomous learning, communication, analysis…)

SPAIN: Royal Decree 861/2010

HIGHER EDUCATION INSTITUTIONS: Guidelines for each degree University of Salamanca: Educational Degrees (Pedagogy, Social Education, Primary

Education Teaching and Pre-primary Education Teaching)

HIGHER EDUCATION INSTITUTIONS: Guidelines for each degree

Introduction

Pre-Primary Education Teaching

Primary Education TeachingSocial EducationPedagogy

applying knowledge, arguing and communicating, problem solving, information analysis, autonomous or self-directed learning, group or team work, creativity

Ethical principles of the profession

AIMGeneric competence assessment

Aim

Competence development

Self-report

ASSESSING THE DEVELOMENT OF

GENERIC COMPETENCES AMONG

HIGHER EDUCATION STUDENTS

DETECTING GAPS IN COMPETENCE

TRAINING

DEFINITIONSWhich competences are to be assessed?

Competence definition COMPES questionnaire (Gómez-Ruiz, Rodríguez-Gómez and Ibarra-Sáiz,

2013) 10 generic competences

Tuning Project Dublin descriptors Spanish legislation on academic organisation of higher education

Ethical sense Communication Argumentation Analysis of information Problem solving

Knowledge application Creativity Evaluation Teamwork Autonomous

learning

know, reflect on, interiorize and implement the of the profession in work-related actions

Ethical sense

convey and share in written or oral form information, ideas, opinions, emotions, problems and solutions in a clear way, while also being empathic to other people’s ideas, opinions and feelings

Communication

elaborate, explain and defend arguments, opinions or theories in a clear and coherent way, aiming to convey reasoned, convincing and constructive points

Argumentation

select, review and organise the available information in order to identify and extract the most relevant and suitable ideas

Analysis of information

Identify, analyse, define and classify the significant elements that constitute a problem in an effective way through a critical analysis of the available options

Problem solving

Competence definition

utilise and put into practice the knowledge acquired for the development of academic and/or professional activities and tasks

Knowledge application

address and respond in an original, new and successful way to the situations, actions and tasks performed in the educational and/or working environments

Creativity

analyse and value both one’s and other people’s work through a clear and precise set of criteria, aiming to make decisions and improve the evaluated

Evaluation

actively and effectively integrating oneself, collaborating and cooperating with others for the achievement of common goals

Teamwork

know and value one’s own educational needs, to determine learning goals and to plan, manage and carry out the educational strategies that enable its achievement

Autonomous learning

Competence definition

MethodologyInstrument and sample

Methodology - Instrument

COMPES questionnaire Validated instrument Relies on self-reports Subject identification data (gender, year and degree) 37 Likert-type ítems (1-6) Related to 10 generic competences Items consist on day-to-day academic tasks

Methodology - Sample

13.2

86.8

Gender

Male Female

First Second Third Fourth0

50

100

150

200

250 226 231195

137

Year

Year

Ped-agog

y26%

S. Ed-uca-tion20%

Pri-mary27%

Pre-pri-

mary27%

Degree

819 students from the Faculty of Education, University of Salamanca

Results

Results

Ethica

l sense

Commun

icatio

n

Argum

entat

ion

Analy

sis of

inform

ation

Proble

m solvin

g

Know

ledge

applic

ation

Creativi

ty

Evalua

tion

Team

work

Autono

mous le

arning

1

1.5

2

2.5

3

3.5

4

4.5

5

5.5

6

Descriptive analysis – item means

Results - GENDER

Results - GENDER

Female students fared better in Knowledge application Analysis of information Teamwork

Male students fared better in Ethical sense

Results - YEAR

Results - DEGREE

Teaching degrees generally fared better

Social Education often got the lowest scores

CONCLUSIONSLessons learned and future plans

Conclusions

Positive overall opinion on own competence levels Most valued competence: TEAMWORK Lowest rated competences: EVALUATION, AUTONOMOUS LEARNING AND

PROBLEM SOLVING

Results consistent with other studies using the COMPES questionnaire

TEAMWORK as most valued

competence

AUTONOMOUS LEARNING as lowest rated

competence

Conclusions

Hypothesis testing according to the year the students are enrolled in:

the mean scores consistently grow

YEAR4.1

4.2

4.3

4.4

4.5

4.6

4.7

4.8

4.9

1st 2nd 3rd 4th

Conclusions This study hints at the need to develop specific instruction

programmes regarding mainly three competences:

EVALUATION

AUTONOMOUS LEARNING

PROBLEM SOLVING

THANK YOU VERY MUCH FOR LISTENING!