Any form of assessment that “referenced” to or derived from established learning standards – concise, written descriptors of what students are expected to know and able to do at the specific stage of their education.
Published in Chapter:
Assessment as Learning: A Model of the Entrepreneurial Competence Assessment in Initial Vocational-Technical Schools
Olga Novogen (State University of Moldova, Moldova), Birnaz Nina (State University of Moldova, Moldova), and
Elena Aurel Railean (American University of Moldova, Moldova)
Copyright: © 2020
|Pages: 18
DOI: 10.4018/978-1-7998-2314-8.ch012
Abstract
There are three types of assessment: assessment for learning, assessment of learning, and assessment as learning. Assessment as learning refers to the use of ongoing self-assessment, reflection, and deeper understanding. Within the entrepreneurial program of the initial vocational-technical schools, the role of assessment refers to the facilitation of the students' personality (commitment to self-assessment; tolerance to ambiguity, uncertainty, as well as creativity, self-reliance, adaptability, motivation to excel, leadership) that are expected to line skills for a successful entrepreneurial competence. This chapter analyzes the specific features of the assessment model for entrepreneurial education programs. The core of the model is an instructional dynamic and flexible strategy, based on integration formative and summative assessment. Thus, the course in entrepreneurial competence is divided into three modules. The finality of each module is measured by formative computer-based assessment tests.