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Evaluation of competence-based teaching in higher education: From theory to practice

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  • Bergsmann, Evelyn
  • Schultes, Marie-Therese
  • Winter, Petra
  • Schober, Barbara
  • Spiel, Christiane

Abstract

Competence-based teaching in higher education institutions and its evaluation have become a prevalent topic especially in the European Union. However, evaluation instruments are often limited, for example to single student competencies or specific elements of the teaching process. The present paper provides a more comprehensive evaluation concept that contributes to sustainable improvement of competence-based teaching in higher education institutions. The evaluation concept considers competence research developments as well as the participatory evaluation approach. The evaluation concept consists of three stages. The first stage evaluates whether the competencies students are supposed to acquire within the curriculum (ideal situation) are well defined. The second stage evaluates the teaching process and the competencies students have actually acquired (real situation). The third stage evaluates concrete aspects of the teaching process. Additionally, an implementation strategy is introduced to support the transfer from the theoretical evaluation concept to practice. The evaluation concept and its implementation strategy are designed for internal evaluations in higher education and primarily address higher education institutions that have already developed and conducted a competence-based curriculum.

Suggested Citation

  • Bergsmann, Evelyn & Schultes, Marie-Therese & Winter, Petra & Schober, Barbara & Spiel, Christiane, 2015. "Evaluation of competence-based teaching in higher education: From theory to practice," Evaluation and Program Planning, Elsevier, vol. 52(C), pages 1-9.
    • Handle: RePEc:eee:epplan:v:52:y:2015:i:c:p:1-9
    DOI: 10.1016/j.evalprogplan.2015.03.001
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    References listed on IDEAS

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    1. Hansen, Mark & Alkin, Marvin C. & Wallace, Tanner LeBaron, 2013. "Depicting the logic of three evaluation theories," Evaluation and Program Planning, Elsevier, vol. 38(C), pages 34-43.
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    Cited by:

    1. Honggang Liu & Wenxiu Chu & Fan Fang & Tariq Elyas, 2021. "Examining the Professional Quality of Experienced EFL Teachers for Their Sustainable Career Trajectories in Rural Areas in China," Sustainability, MDPI, vol. 13(18), pages 1-14, September.
    2. Guangming Li, 2022. "How Many Students and Items Are Optimal for Teaching Level Evaluation of College Teachers? Evidence from Generalizability Theory and Lagrange Multiplier," Sustainability, MDPI, vol. 15(1), pages 1-16, December.
    3. Kooli, Chokri, 2019. "Governing and managing higher education institutions: The quality audit contributions," Evaluation and Program Planning, Elsevier, vol. 77(C).
    4. Tajammal Hussain & Jacob Eskildsen & Rick Edgeman & Muhammad Ismail & Alaa Mohamd Shoukry & Showkat Gani, 2019. "Imperatives of Sustainable University Excellence: A Conceptual Framework," Sustainability, MDPI, vol. 11(19), pages 1-21, September.
    5. Pilar Laguna-Sánchez & Jesús Palomo & Concepción de la Fuente-Cabrero & Mónica de Castro-Pardo, 2020. "A Multiple Criteria Decision Making Approach to Designing Teaching Plans in Higher Education Institutions," Mathematics, MDPI, vol. 9(1), pages 1-14, December.
    6. Helen Lee Curtis & Lucas Catalani Gabriel & Marlyne Sahakian & Sandro Cattacin, 2021. "Practice-Based Program Evaluation in Higher Education for Sustainability: A Student Participatory Approach," Sustainability, MDPI, vol. 13(19), pages 1-14, September.
    7. Lidia Alexa & Veronica Maier & Anca Șerban & Razvan Craciunescu, 2020. "Engineers Changing the World: Education for Sustainability in Romanian Technical Universities—An Empirical Web-Based Content Analysis," Sustainability, MDPI, vol. 12(5), pages 1-20, March.

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