A Proposal for Generic Competence Assessment in a Serious game/Propuesta De Evaluacion De Competencias Genericas Mediante Un Juego Serio

By Bezanilla, Maria Jose; Arranz, Sonia et al. | NAER - Journal of New Approaches in Educational Research, January 2014 | Go to article overview

A Proposal for Generic Competence Assessment in a Serious game/Propuesta De Evaluacion De Competencias Genericas Mediante Un Juego Serio


Bezanilla, Maria Jose, Arranz, Sonia, Rayon, Alex, Rubio, Isabel, Menchaca, Iratxe, Guenaga, Mariluz, Aguilar, Eduardo, NAER - Journal of New Approaches in Educational Research


1 INTRODUCTION

This paper discusses the design of a serious game for the development of generic competences in terms of evaluation, i.e., it focuses on how to evaluate generic competences via a serious game. Starting from a theoretical analysis of competence assessment in general, it moves on to the design of the evaluation strategy of two Generic Competences (Problem Solving and Entrepreneurship) in a serious game being developed by the University of Deusto, and is aimed at final-year undergraduate and first-year postgraduate students. The University of Deusto's Competence Assessment Model, based on a structure of levels, indicators and descriptors, has been followed in order to design the evaluation strategy in the serious game. The study is part of a project which is in process of development, being at the present moment at the pilot experimentation phase.

2 COMPETENCE-BASED LEARNING AND ASSESSMENT

2.1 Competence-Based Learning

Competence-based learning is an approach to learning and teaching that focuses on the development of generic or transversal competences (common to different study programs) and specific competences (belonging to each individual study program) that allow a person to gain scientific knowledge and techniques for their career, apply them in diverse and complex contexts, and incorporate them into their own attitudes and values in their own personal and professional way of acting (Villa & Poblete, 2008). This approach has progressively been introduced into European universities since the Bologna Declaration (1999) and is giving rise to significant methodological and organizational changes within universities. Competence-based learning entails passing from the teaching paradigm to the learning paradigm, from an education system based on the transmission of knowledge to an education system that places students' learning at the educational center of its action (Legault, 2012; Villa, Gonzalez, Auzmendi, Bezanilla & Laka, 2003).

There are several definitions of Competence. Villa & Poblete (2008) see competence as "good performance in diverse, authentic contexts based on the integration and activation of knowledge, rules and standards, techniques, procedures, abilities and skills attitudes and values" (p. 29). The Tuning Project (2008, p. 139) concludes that "competences represent a dynamic combination of cognitive and metacognitive skills, knowledge and understanding, interpersonal, intellectual and practical skills, and ethical values". After reviewing various definitions of the term "competence", Rodriguez & Vieira (2009) concluded that competences:

--Are based on action in order to respond successfully to a demand or purpose

--Are linked to a context

--Are verifiable, and they can be learned and evaluated

--Mobilize and integrate different elements: knowledge, skills, procedures and attitudes.

There is often no distinction made between competence and skill in existing literature, and sometimes different terms are used to refer to the same concept. "Transferable skills", "general skills", "key skills", "common skills" are defined differently by different authors but, on the whole, they all refer to the skills needed for employment and for life as a responsible citizen, which are important for all students regardless of the discipline they are studying (Fallows & Steven, 2000). As can be seen, competence refers to integrated behavior in which skills are an important component, as well as others such as knowledge, attitudes, rules and values. In this respect, Haste (2009, p. 207) states that "'competence' does not mean skills (although it may include skills)."

Emphasis must therefore be placed on the integrative character of the concept of competence, in which different resources combine in order to respond to a given situation, as can be seen in Figure 1.

2.2 Competence assessment

Assessment is normally one of the major sources of dissatisfaction among university students (Ferrell, 2012). …

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