ASSESSMENT IN ADULT TRAINING / EDUCATION Connected key-concepts:

Informal education a longlife process via which a persons acquires and accumulates knowledge, skills, competences,
attitudes as well as the comprehension of certain phenomena from daily life experiences, as well as from exposure to environment.

Non-formal education any organised and systematic educational activity conducted outside the formal system to
provide selected learning means to special subgroups of population, children as well as adults.

Formal education comprises the institutionalised education system, with hierarchical structure and chronologically
graded between primary education and (university) tertiary education.

Educational assessment is the process of systematic data collection, objectives-oriented, of the specific data on the evolution and / or the performance proved during the assessment, followed by contextual interpretation of these data and finalised with an integrative evaluation judgement which can be used in various ways, prespecifies though when establishing the aim of the assessment process. IN ADULT EDUCATION THE ASSESSMENT PROCESS: best reflects the paradigm shift from quantitative to qualitative assessment; should be oriented towards an approach based on critical thinking; can have a very strong metacognitive impact.

R.M., Seminar Grundtvig, ian. 2004

In the Romanian National Curriculum the COMPETENCES: .are defined as structured building blocks of knowledge and skills acquired by learning. They allow the identification and problem solving, specific and / or in various contexts.
The general competences have a higher level and generality and complexity. They are defined per each subject and are constructed during high school. The specific competences are defined per each subject and se definesc pe obiect de studiu nd are constructed during one school year. They derive from general competences, being natural stages in acquiring those. The cognitive psychology research generally agrees that the competences normally realise the transfer and the activation of knowledge and skills in new, dinamic situations / contexts. The functional competences essential for sociall success are: - communication - critical thinking - cision making - processingand contextual use of some complex information These functional key competences are essential for lifelong learning and employment today.

R.M., Seminar Grundtvig, ian. 2004

THE COMPETENCES Represent the proved capacity of a person to use the know how, the skills, the qualifications or knowledge to carry outthe requirements and to solve the current occupational tasks, as well as the new ones. The concept of competence an cover the formal qualifications, as well as other elements as the transfer capacity of the knowledge and skills in a new occupational situation, as well as the capacity of innovation. The level or the type of the competence can be assessed by evaluating the individual ability of using his / her own abilities and skills. The competences can be: specialised (for example: controlling the computerised process), methodological (the capacity to think and decide, the capacity of innovation, or social (linguistic, communicative, teamworking etc.). The identification of competences requires the specification / definition of those elements of competence fixed for a group of persons, or specific to a certain type of activity / training, independently of the way the competences have been acquired. The process of specification and definition of the limits and the content of the competences leads to two main types of competences: - formally acquired competences = during a training finalised by a certificate - nformal od non-formal competences = usually the implicit ones The assessment of competences can be conducted via various procedures: 1. The informal or non-formal competences can be assessed using various methods and criteria / references, according to the opperational level (enterprise, sector, national, European, global a.s.o.), and / or of control (labour market or the education system) 2. The competences acquired through formal learning are identified during the assessment procedures (testing, examination) fnalised with a certificate (e.g., awarding a diploma, grade etc.) The assessment of competences is a type of evaluation judgement concerning both the trainees, and the trainers, concommitantly with the training methods (the evaluation of training methods is sometimes a part of the course evaluation. The assessment test is normally used to describe an assessment conducted on the basis of formal, prespecified procedures employed in order to increase and ensure the high reliabilty.

R.M., Seminar Grundtvig, ian. 2004

n informal training learning happens from daily activities linked to the occupation, to the family, or to leisure activities. Informal learning is a part of non-formal learning, sometimes known as experiential learning and can be understood, to a certain degree, as accidental learning. The Transferability of competences represents the capacity of competences to be transferred in new contexts, either occupational, or educational. These are the key element of individual mobility and constitutes a significant asset on labour market. The transferability of competences can be promoted via various ways: - Modularisation of the training curriculum - Establishment of centre-bilan (ex.: France) - Creation of competence portfolios - Validation of non-formal learning All these ways can facilitate the transition from vocational to academic and / or to tertiary education, as well as the transfer of competences from one occupational sector to another. The main learning types directly linked to competences: 1. Learning by doing as repeating a task, without preliminary training. 2. Learning by using as repeated use of the instruments / facilities, without preliminary training. Lifelong learning is conceived as a philosophical concept which sees education as a long term process, started at birth and continued during all life. Therefore, the concept covers all forms, types, situations a.s.o., of learning situations. The validation of non-formal learning, as opposed to formal certification, refers to the evaluation and recognition process of a large range of skills and competencs which a person develops during lifetime and in various contexts, for example through education, work and leisure. The validation usually refers to the process of recognising a larger range of skills / competences than is the case normally in formal certification, which do not exclude a formal certification though. The accreditation of non-formal learning, carried out by an independent institution, can lead to a formal (or partial) qualification, or can entitle individuals to receive units of credit. In Great Britain and Ireland the concept of accreditation of prior learning APL is widely used.
(J. Bjornavold CEDEFOP, Making learning visible CEDEFOP, Systems of Vocational Training http://www.astrolavos.tuc.gr)

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EUROPASS is a method of recording the training undertaken and of the skills / abilities acquired during a period of activity, carried on as a part of a training programme , in another European country. Althogh it is not a formal accreditation, the standard format of this document conceived as a passport intends to endure a consistent framework for the recognition of skills / activities by training providers and employers all over Europe. An example of filling in the Europass (recommendations for a British institution):
EUROPASS is conceived to register the achievements obtained in up to three separate work placements in another European country than the origin country (European Pathway). To be filled in in English: Page 2 (2) Name of the UK institution authorising the placement (4) and (5) Date and signature of the person / tutor responsable from the institution authorising the placement (I.P.) (6) and (7) Signature and official stamp oficial of I.P. (10) Family name of the trainee (11) Forename of the trainee (12) Signature of the trainee (for agreement) To be filled in the language of te host country, authorising the employment: Page 4 (14) he occupational sector of the placement (eg.: Engineering, Bussiness administration etc.) (15) Name and level of course, eg.: Level 2 al NVQ Tourism and catering, Design and Technology etc. (Attention! The course details must be translated, but not the details of the equivalent courses in the host country!) (17) Brief details on the type of training and practical activities performed (preparing cold hors doeuvres, repairing the brakes, the design of a website etc.). Details on the assessment methods, eg: data collection for the NVQ portofolio, project based activities carried on for obtaining a certain qualification etc. (18) and (19) The length of the placement, eg..: from 04/03/00 to 25/03/00. (20) Name of the organisation where is carried on the work placement. (21) Name and title of the mentor responsible in the host institution. (22) The signature of the mentor in the host institution. (12) Signature of the owner (after filling in sections 14-22) Sections (14-22) are then translated in English on page 5. The details issued by the host partner institution should be translated and verified both by the host institution of the placement, and by the initial training or placment institution. Page 6 is completed in the language of the owner (English in this case). In the cases that the traineed wish to have the info registered in some languages that do not belong to the 11 Community languages, the info must be verified and signed by a third part, eg. a tutor or a community leader.

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THE TEACHER PORTOFOLIO (ERIC Clearinghouse on Assessment and Evaluation Washington D.C. AE Digest. ED385608) The training portfolio of the teacher is a collection of activities conducted by a teacher during a period of time. As an artist holds a portfolio containing the best of the activities in order to demonstrate his / her talents, the training portfolio of the teacher is created to demonstrate the talents of the teacher. These portfolios are elaborated by the teachers to highlight and demonstrate his / her owm knowledge and competences in the teaching process. A teaching portfolio offers, as well, the means for reflecting, for criticising the teachers activities, as well as for evaluating the efficiency of the lessons or of the personal interactions with students or colleagues. The elements included in such a portfolio depend on the way in which the portfolio will be used. Example A teaching portfolio can contain some or all of the following: - Info on the training environment or the socio-educational background of the teacher; - Description of the classroom / s: timetable, level, taught curriculum; - Examinations / degrees accumulated; - Statement of the personal educational philosophy and of the aims of the teaching process; - Documented efforts of continuous self-improvement: programmes, trainings etc.; - Implemented lesson plans, course notes etc.; - Students papers, assessed and graded by the teacher: tests, projects, homework etc.; - Taped lessons (video / audio); - Taped comments of classroom observation of the colleagues / inspectors / school director etc.; - Written reflections on the educational process; - Pictures form courses, training seminars, projects, other activities with students. NOTE! A frequent wrong interpretation of the concept is the idea thaa a teaching portfolio is a file containing all the artefacts used for teaching by the teacher, accompanied by various assessments of the activities. Ideally, the teaching portfolio is a document created by the teacher which describes, enlightens the activities, the duties, his / her expertise and evolution of the teaching / learning process. Each statement in the teaching portfolio is documented by an appendix or by the reference to documents outside the portfolop such as: video / audio tapes, or taped interviews. The dimensions of a portfolio can vary, but usually it can have between 2-10 pages, plus the appendices.

R.M., Seminar Grundtvig, ian. 2004

THE ELECTRONIC PORTOFOLIO (e-portfolio)

An e-portfolio is a dynamic, extended CV, which establishes links with a on-line database containing personal and professional achievements, the outcomes of the teamwork and all the relevant data on the acquired competence during training and work. This offers an opportunity to reflect on his / her own personal professional practice and to share the achieved experience with other members of the professional community.
The E-Portofolio can help to: 1. Improve individual knowledge and competence 2. Continuous professional development 3. Increase organizational knowledge and competences 4. Consolidate learning communities 5. Establish educational and learning policies 6. Improve the quality of educational offer While about five years ago the main question wasShould every student or employed person to have an e-mail address?, today the question became: Should every student or employed person own an e-portfolio? Today we are only at the beginning of exploring the full potential of the e-portolio as a promising technological means for learning and assessment.

R.M., Seminar Grundtvig, ian. 2004

THE TRAINING PORTOFOLIO vs. ASSESSMENT PORTOFOLIO Training / development (teaching / learning) Main aim Assessment portofolio

Documents the process in general, exemplifying: the Documents in a structured, systematic and aim, the objectives, the program, methods, instruments, trustworthful way certain competences established in outcomes, experiences, development, personal art, in the portfolio assessment scheme an authentic way Selected, representative samples describing the process Selected, representative samples, ilustrating in a (teaching / learning, training etc.) conducted in various transparent thse competences (skills, abilities, units of circumstances, during a longer period of time competence etc.) which will be validated, certified or assessed through an external process May contain assessment and self assessment May contain assessment / selfassessment istruments designed to stimulate the metacognitive instruments with the aim to support the assessment, reflection, but the basis is the artefacts documenting the validation, certification process etc. personal development process Stimulates personal reflection in professional Stimulates the reflection on personal professional community, on the projected approach evolution May lead to a complex image of the personal Documents a profie of personal competences professional evolution May argument and support comparisons, in the May orientate, stimulate, support, as an example, the selection situations (examinations, contests, mentoring, tutoring activities etc. placements etc.)

Contains

Features and effects

R.M., Seminar Grundtvig, ian. 2004

THE MAIN STAGES OF THE IMPLEMENTATION OF AN ASSESSMENT PORTFOLIO DEVELOPMENT PROGRAMME 1. Start cautiously! Introducing portfolio based assessment, either for students, or for personal professional development needs time. One or two years are required in order to design, implement and regulate the design process of a significant portfolio scheme. 2. Get the agreement of colleagues! It is extremely important that all the implied parties (the administrators, teachers, students) to agree on using portfolios. If the administrators do not relate well the importance and benefits of using portfolios with the teachers, the project will fail. Similarly, if the teachers do not appreciate portfolio approach, they will not involve themselves and will not strive to ensure success. 3. Get the involved parties feeling as authors of the project! The teachers / colleagues must be involved from the beginning, in programme design. They must have the feeling of ownership of the direction and efficiency of the programme. 4. Communicate all the stages of the implementation process to all the participants! The participants must know, explicitely, the way the portfolio will be used. For example, if it will be used for promotion, then the expected structure, as well as the assessment methods must be explained in detail. 5. Use the models! A huge number of portfolio models, created by other institutions are already available on the Internet. They can easily be adapted and offer good practical examples to produce other portfolios. 6. Be selective! The portfolio MUST NOT contain every thing produced by a teacher or a trainer. Only those carefully selective, representative pieces must be included, which reflect and support indeed the expertise and achievement of a person. 7. Be realistic! The portfolio is only one of the means for authentic assessment. As a consequence, it should be used as only one piece of evidence to document the assessment / selfassessment process, combined with other methods.

R.M., Seminar Grundtvig, ian. 2004

THE STRUCTURE OF AN ASSESSMENT PORTFOLIO OF THE TRAINERS COMPETENCES

- Proposal for group debate -

I. The Format (standard): - file, ring-book, etc. - Identification personal info of the portfolio (name, surname, educational and professional evolution) - The main aim of the assessment portfolio (supported by trainers professional creed, his / her mission statement etc.) - Summary of the portfolio II. Content: - The list of the competences established to be documented - The official, reference document on the basis of which the competences have been selected (the standard, reference framework, employers list of requirements etc.) - Assessment and selfassessment instruments documenting the existence and evolution of competences, together with: - A systematic description of the dates and circumstances of application - The assessment / evaluation judgement - A brief comment / reflection on the meaning of the judgement - Evidence, documents supporting the way the training process has been improved as a consequence of the feedback produced by assessment III. Annex: a selection of instruments, evidence etc.considered significant for the content of the portfolio
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LIST OF THE COMPETENCES / UNITS OF COMPETENCE PROPODED FOR DISCUSSION I. Methodological:

Designing his / her own training activity as a trainer (professional identification) Establishing personal training / selftraining strategy

II.

Communicational / relational:
Stimulating team and extrateam communication Designing teamwork

III.

Design:

Designing the courses / training stages / seminars (financing, administrative, professional etc.) Selecting the ways and work procedures and performing training programmes Assessing stakeholders needs, products and programmes

IV.

Managerial:

Market research to identify the needs and to promote the proposed training programmes Organising and monitoring training sessions Ensuring feedback and counseling sessions

V.

General:

Continuous professional self development of the trainer (critical thinking, metacognitie analytical skills, selfassessment etc.) The design and management of administrative documents Continuous improvement of computer driving Continuous improvement of linguistic profficiency (1-2 European foreign languages)
R.M., Seminar Grundtvig, ian. 2004