Final Report Pilot Project - Relaciones Internacionales de la ...

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Glossary Assessment The total range of written, oral and practical tests, as well as projects and portfolios, used to decide on the student’s progress in the COURSE UNIT OR MODULE. These measures may be mainly used by the students to assess their own progress (formative assessment) or by the University to judge whether the course unit or module has been completed satisfactorily against the LEARNING OUTCOMES of the unit or module (summative assessment) Assessment criteria Descriptions of what the learner is expected to do, in order to demonstrate that a LEARNING OUTCOME has been achieved. Class The group of students in the same year of a given PROGRAMME OF STUDY. Competences In the Tuning Project competences represent a dynamic combination of attributes —with respect to knowledge and its application, to attitudes and responsibilities— that describe the LEARNING OUTCOMES of an educational programme, or how learners are able to perform at the end of an educational process. In particular, the Project focuses on subject-area related competences (specific to a field of study) and generic competences (common to any degree course). 255
Comprehensive exam ASSESSMENT of the overall LEARNING OUTCOMES achieved over the past/previous years. Contact hour A period of 45-60 minutes teaching contact/cooperation between a staff member and a student or group of students. Continuous assessment Tests taken within the normal teaching period as part of an annual or the final ASSESSMENT. Convergence Voluntary adoption of suitable policies for the achievement of a common goal. Convergence in the architecture of national educational systems is pursued in the Bologna process. Course unit or Module A self-contained, formally structured learning experience with a coherent and explicit set of LEARNING OUTCOMES and ASSESSMENT CRITERIA. Coursework Taught COURSE UNITS, TUTORIALS etc., which are a preparation for further independent work. Credit The «currency» used to measure student WORKLOAD in terms of the NOTIONAL LEARNING TIME required to achieve specified LEARNING OUTCOMES. Credit accumulation In a credit accumulation system LEARNING OUTCOMES totalling a specified number of CREDITS must be achieved in order to successfully complete a semester, academic year or a full PROGRAMME OF STUDY, according to the requirements of the programme. Credits are awarded and accumulated if the achievement of the required learning outcomes is proved by ASSESSMENT. Credit framework A system that facilitates the measurement and comparison of LEARNING OUTCOMES achieved in the context of different qualifications, PROGRAMMES OF STUDY and learning environments. 256
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Final Report Pilot Project - Phase
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Tuning Educational Structures in Eu
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List of Participants Joint General
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—Universität Göttingen - Matthi
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—Universitá degli Studi di Bolog
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Map of the Tuning Member Institutio
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Content PART ONE Preliminary Remark
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PART ONE
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generous financial support but also
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Transfer and Accumulation System (E
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By learning outcomes we mean the se
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—To create European networks able
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The provision of reference points a
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transmission of knowledge. Elements
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enhancement of mobility, not only o
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of a second language, ability to co
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—show understanding and implement
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study. As part of this phase each o
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does not imply that it is not possi
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academics the opportunity to exchan
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elationship between educational str
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—ECTS as a Europe-wide accumulati
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outside the framework of a programm
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If the aims of Universities come to
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General Conclusions and Recommendat
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subject areas. Because of these rea
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LINE 1 Generic Competences
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consultations are important. It fur
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organization of learning. Each of t
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In fact, the relationship between r
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5.1. The objectives The objectives
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eformulation, these general skills
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In April, 2001 a draft of the first
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74 —Questionnaire for Graduates:
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I M P O R T A N C E Concentration +
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The aim of both questionnaires was,
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error of any estimate produced. The
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all items were again calculated usi
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Graduates Employers Label Descripti
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ACADEMICS The academics were asked
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The most striking difference is tha
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skills in the definition and develo
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92 subject-related competences for
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—However, in relation to the issu
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GOLDSTEIN, H. and SPIEGELHALTER, D.
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THE QUALITY ASSURANCE AGENCY FOR HI
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Business Subject Area Group: Subjec
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Knowledge Acquisition and Widening
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Module Cycle First First Second Sec
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Module Cycle First First Second Sec
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Examples Modules: Knowledge deepeni
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Chemistry Subject Area Group: The C
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It must be made clear at the outset
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—The structural features of chemi
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probably requiring 15 credits. Thus
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large proportion of his studies on
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Attainment Level a (highest): —Kn
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the framework necessary to provide
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A second preliminary remark will re
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—teaching/learning material, and
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Against this background and followi
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Despite the many differences specif
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As regards secondary level teacher
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and/or modules that could meet the
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The only possible aim to agree on a
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2. Programmes, knowledge and skills
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investigations for civil engineerin
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—collecting, recording and analys
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4. Performance levels In this secti
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eceive a History degree. (In some c
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—The group underlines particularl
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obvious that the first principle is
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or broader world history. Mapping t
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ANNEX 1 Proposed Formulation in gen
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ANNEX 2 List of Subject Specific Sk
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Mathematics Subject Area Group: Tow
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a) He/she will be legally recognise
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—a list of contents; —a list of
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knowledge will commonly be designed
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5. A common framework and the Bolog
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Physics Network. They relied on som
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The rating values can be ordered in
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Table 3 Competences ordered by impo
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attitude is confirmed by the result
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Table 4 Competences ordered by «ga
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oth physics degrees. It is a kind o
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2 puzzling aspects, related to some
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elow), the final year thesis work,
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connection, the Socrates Thematic N
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Of course the core content can be f
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192 Table 2 Correspondence between
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Some further clarifying remarks are
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The main point here is that the com
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In Fig. 3 we present the common cre
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FIRST CYCLE (BACHELORS) FIRST and S
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ANNEX II The Common Core Content of
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Page 205 and 206: A first general remark concerns the
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Page 212: Line 3 New Perspectives on ECTS as
Page 215 and 216: functions, is necessary. Together w
Page 217 and 218: —Allow transference with other no
Page 219 and 220: statements that provide a general g
Page 221 and 222: PRAGUE COMMUNIQUÉ (2001). Prague C
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Page 225 and 226: 0. Introduction This paper aims to
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Page 229 and 230: e included in their own degree prog
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Page 239 and 240: learning time is the number of hour
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Page 247 and 248: the Tuning project that if the next
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Page 252: Glossary, WWW Goldmine and Appendix
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Page 263 and 264: — European Network for Quality As
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Page 267 and 268: Newsletter — Education and Cultur
Page 270: Appendix I Questionnaires used
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Page 277 and 278: Questionnaire for academics Ranking
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Page 283 and 284: Specific Competences 26. Study skil
Page 285 and 286: Specific Competences Importance Imp
Page 287 and 288: Specific Competences 14. Receiving
Page 289 and 290: Specific Competences 34. Ability to
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Page 298: Appendix II Length of Studies
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Length in terms of Set up of progra
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