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Kompetenz im Studium und in der Arbeitswelt- Competence in Higher Education and the Working Environment

Nationale und internationale Ansätze zur Erfassung von Ingenieurkompetenzen- National and International Approaches for Assessing Engineering Competence

Series:

Edited By Frank Musekamp and Georg Spöttl

Gute Lehre an Hochschulen hat in den vergangenen Jahren erheblich an Bedeutung gewonnen. Dies gilt angesichts hoher Studienabbruchquoten insbesondere in den Ingenieurswissenschaften. Um die Effekte guter Lehre auf die Lernergebnisse bei den Studierenden zu erfassen, fehlen jedoch bislang empirisch abgesicherte Instrumente. Dieser Band stellt aktuelle konzeptionelle und empirische Arbeiten vor und beleuchtet sie aus methodischer Sicht sowie mit Blick auf die didaktische Verwertung in der Hochschullehre.
Good teaching at universities has considerably gained importance within the last years. This is especially relevant with regard to the high drop-out rates, above all in engineering sciences. At the moment, however, there is a lack of empirically valid instruments for the assessment of the impact of good teaching on the students’ learning results. This volume presents current conceptual and empirical works with a focus on methodology and their didactical application in university teaching.
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Introduction

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Teaching at German universities has recently gained considerably more importance for the academic landscape due to a comprehensive – mostly public – funding of projects. Some examples could be named for this development: the Nexus Project, initiated by the Conference of University Rectors, the joint project TeachING/LearnING (among others driven by RWTH Aachen) or the multibillion “Quality Pact Teaching”, funded by the Federal Government and the Länder. These and other initiatives are aiming at promoting the quality of academic teaching. They rely on very different approaches on all levels of academic teaching, ranging from teaching and learning activities in the seminar room (e.g. approaches to problem-based learning), the organization of study courses (e.g. orientation courses offered to first-year students) up to the institutional level (e.g. by employing additional professors1).

Apparently independent of these activities for a better way of teaching, minor frameworks are attempting to render the performance of academic teaching measurable with the aid of competence assessments. The Federal Ministry of Education (BMBF) research program “Modelling and Assessment of Competences in the University Sector (KoKoHs)“ aims at creating the “foundation for an evaluation of competence development and acquisition” allowing for the steering of education not only on a structural and organizational but also on an individual level. Within the KoKoHs program the term “evaluation” refers first and foremost to “assessment” which generally defines any kind of appraisal and/or evaluation of the students’ performance or work. Assessment can be formative if gained information will be directly used...

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