How to Assess Generic Competencies?

1. Assessing Generic Competencies: What Does That Mean?

If a study programme wishes to foster the students’ generic competencies, it has to ensure high-quality assessment of these competencies. Generic competencies are best developed gradually throughout the curriculum. They call for a different approach to assessment than what lecturers are wont to do. Although generic competencies can certainly be acquired partly through knowledge transfer (e.g. What is good leadership?, What is critical thought?, What is entrepreneurship?), an active fostering of generic competencies requires a regular practising and demonstration of the knowledge, skills and attitudes involved. For Programme Committees, this means an investment in specific learning experiences in controlled or authentic settings, in which reflection and meaningful feedback are indispensable. Most importantly, room has to be made for a positive, safe learning environment in which making mistakes is considered as part and parcel of the learning process.

A gradual fostering of generic competencies implies that not only the lecturer monitors and assesses the students’ learning process, but that the students do so themselves, too. Self-assessment, peer assessment and giving/receiving feedback is an important part of this. Students take up an active role in their own learning process, and that of their fellow students, and are encouraged to take on responsibility. Lecturers have the opportunity to make adjustments and offer targeted support in a timely manner. In many cases, the assessment of generic competencies involves more assessors than just the lecturer and the student. Think of stakeholders such as professional field experts (profit and non-profit), outsourcers, researchers, and international partners.

In other words, the development of generic competencies will have an impact on a study programme’s assessment policy. Meaningful assessment comprises diagnostic, formative, and summative assessment.

What?	When?	Purpose?
Diagnostic Assessment	Prior to learning	Determines the students’ starting competencies prior to the teaching and learning activities and the development of corresponding generic competencies. A diagnostic assessment reveals the variety of starting competencies to the students as well as the lecturer (think for instance of: ‘demonstrating leadership vis-à-vis a team’, a competency that can be acquired in a non-academic context too). Students gain insight in their own strengths and weaknesses and can position themselves vis-à-vis the final competencies. Lecturers can then align their teaching and learning activities to the starting competencies, e.g. when they put together their (class) groups.
Formative Assessment	While learning	Charts the competencies during the learning process, encourages students to reflect on their own learning process and to adjust that process according to the final competencies they have to attain.
Summative Assessment	After learning	Assess whether or not the students have acquired the final competencies at the end of the learning process.

Diagnostic, formative and summative assessment reveal the generic competencies for students as well as lecturers, and accentuate their importance. Study programmes determine the exit level their students have to attain depending on the future prospects for their alumni. A consistent assessment of generic competencies, preferably spanning various course units in the curriculum, makes the achievements in terms of generic competencies measurable and comparable. It allows study programmes to determine easily whether or not students are making the desired progress vis-à-vis the final competencies. Lecturers can use the assessment results to identify and respond to possible shortcomings. The assessment also visualises the students’ growth process: it gives them a clear idea of the progress they have made and encourages them to improve their competencies further. In short, the assessment of generic competencies is not only necessary, it is also valuable.

2. Developing Generic Competencies Gradually in a Study Programme

A solid assessment of generic competencies requires a clear definition of what you want to assess and when (cf. How to Achieve High-Quality Assessment?’). Generic competencies are interlaced with the programme-specific learning outcomes (‘what generic competencies does a Bachelor’s or Master’s student have upon graduation?’) and the course-specific learning outcomes (‘in what course units are these competencies developed and assessed?’). In case different course-specific learning outcomes/final competencies contribute to a programme-specific learning outcome, it is only natural that these are developed in ascending proficiency levels. This results in a coherent curriculum. Ghent University’s assessment principles recommend that all programme-specific competencies are pursued and assessed in several different course units, i.e. each programme-specific competency should be pursued and assessed at least twice. The Programme Committee should consciously choose suitable assessment methods (and teaching methods) for the students to attain the complex level that is defined in the programme-specific learning outcomes. The model below illustrates the different proficiency levels students can attain and their corresponding assessment methods.

Together with the stakeholders, the Programme Committee determines the exit level the students should achieve in the programme-specific competencies/learning outcomes. That level is assessed cyclically and adjusted if necessary.

An example for leadership competencies

In what follows, we elaborate on a fictional example with regard to the generic competency ‘leadership’ in a one-year Master’s programme. Having concluded a vision exercise, the Programme Committee finds that their graduates often take on leadership positions in a team or an organisation. The Programme Committee concludes that the predefined level of proficiency should at least include self-awareness of one’s own performance in a leadership position. Throughout the curriculum, the students’ leadership skills will have to be assessed, as well as their ability to use these skills at a beginner’s level. (Please note that this requires reflection skills, critical thought, collaboration skills, communication skills and social skills. Generic competencies are often clustered like this). The Programme Committee can now formulate the following programme-specific learning outcome/competency:

"A Master of X understands how a leader should perform in a team or an organisation and can apply and assess the principles of good leadership at a beginner’s level."

The Programme Committee then thinks of one or more course units in which these competencies can be pursued and assessed. Since any assessment moment is a means of information gathering on the student’s performance, the Programme Committee should give a lot of thought to who will help collect this information. In the example above, the act of assessment is not limited to the lecturer, but can also include students who engage in self- and peer assessment. Additionally, the programme can call on external experts.

The Programme Committee might also choose to define different course competencies/learning outcomes and integrate them into two existing course units:

First-term course unit	Second-term course unit
Learning outcome 1 = to have a basic understanding of good leadership Learning outcome 2 = to have an understanding of the importance of leadership to the discipline Learning outcome 3 = to have an understanding of how to take on good leadership in a team or organisation	Learning outcome 4 = to give and receive feedback Learning outcome 5= to be able to reflect on one’s own strengths and weaknesses Learning outcome 6 = to consult and come to a decision adequately Learning outcome 7 = to motivate coworkers
Opportunity: an introductory course unit to the discipline, in which the lecturer covers the theoretical side of good leadership, demonstrates how this is important to the discipline (by means of authentic examples and, possibly, guest speakers), and illustrates this with case studies in which (good or bad) examples of leadership are analysed and explained.	Opportunity: a course unit containing group work in which the students can be assigned and take on alternating roles. Students take on the role of leader at least once during the group work.
(Summative) assessment: laying out a context-rich case study in which the students should recognise and discuss elements of good leadership.	- Beforehand: reflection on how they will take on the role of leader (e.g. do a self-test in advance which covers aspects of good leadership that have been covered in the first term, in addition to a reflection on four presupposed final competencies/learning outcomes of the course unit). - How the role was taken up during the group work (what went well and what did not? What lessons do you draw from that? What needs further investment in the future?) + (peer assessment) reflection and feedback on fellow students who have taken on the role of leader, including their strengths and weaknesses. - (Summative) assessment: a written assignment in which the students reflect on the progress they have made in their role as leader (four learning outcomes as criteria). The quality of the reflection is assessed.

An example for international and intercultural competencies

In what follows, we elaborate on a fictional example of internationalisation in the Bachelor of Science in Veterinary Medicine (three-year programme, 180 ECTS, Faculty of Veterinary Medicine). The Programme Committee engages in a vision exercise together with various stakeholders (lecturers, students, the professional field, alumni) and comes to the conclusion that a Bachelor in Veterinary Science should be well-versed in the contemporary ecological, ethical and social issues pertaining to (industrial) cattle breeding. These issues take on international proportions and are moreover characterised by cultural sensitivities. That is why the Programme Committee decides to define the following programme-specific international and intercultural competency/learning outcome:

“To demonstrate the necessary expertise with regard to the ethical and social issues of selecting, handling, keeping and slaughtering animals in order to be able to conduct oneself professionally in a national and international context."

To be able to realise this programme-specific competency (learning outcome), the Programme Committee could define the following course competencies/learning outcomes, which could then be pursued and assessed in six different course units:

Course Unit

(Generic) Learning Outcomes

Learning Activity
(teaching method)

Assessment

(assessment method)

BA1

Epidemiology and Economy of Veterinary Health Care

(5 ETCS)

To have an understanding of the multi-factorial background of animal diseases and their (broader) impact on society (knowledge)

International context in the teaching practice: the spread and prevention of animal diseases is an international matter. Students have to explore international epidemiological studies and data. Moreover, the lecturer refers to their own international/intercultural research or professional experience and the concomitant challenges.

The students’ understanding of the international aspects of veterinary epidemiology is assessed by means of a traditional exam (summative assessment). An example: “Give an example of, and explain how animal diseases can impact international trade.”

Ethology, Animal Ethics and Study of Breeds

(6 ECTS)

To have an understanding of the ethical problem areas with regard to the discipline of veterinary medicine (knowledge)

To reflect on one’s own culturally determined perspective (frame of reference) on animal ethics (skill)

International context in the teaching practice: the lecturer compares international case studies and points out contextual differences in animal ethics explicitly. (The perspective on) keeping and slaughtering animals can differ thoroughly in other (non-Western) contexts.

The lecturer organises a class discussion/debate, serving the students a number of challenging propositions. Afterwards, they point out the own national and culturally determined frame of reference.

During the debate, the lecturer observes and engages in formative assessment. Students receive feedback, for example by means of a rubric (asking relevant questions, offering valuable arguments on a specific cultural perspective, participation).

A week later, the students reflect on additional international/intercultural propositions/case studies in a blogpost on Ufora. Based on a number of criteria (asking relevant questions, offering valuable arguments on a specific cultural perspective, participation) the lecturer applies a pass/fall principle (summative assessment).

BA2

Housing and Biosecurity of Domestic Animals

(3 ECTS)

To have an understanding of international approaches to the discipline of veterinary medicine (knowledge)

To have an open-mindedness vis-à-vis the points of view and expertise of others in the discipline of veterinary medicine (attitude)

Guest speaker: a guest lecturer from a partner institution contextualises housing and biosecurity from their own (non-Western) point of view during an online class. The perspectives and regulations can differ greatly on an international scale.

The Ghent University lecturer contextualises the guest lecture, refers to international and intercultural competencies, and ensures that it fits in with the rest of the course unit.

Students are given the assignment to look into the speaker’s background and work/organisation in advance. In addition, they assess their own prior knowledge on and experiences with the topic (diagnostic - self assessment).

After the guest lecture, the lecturer sets the students a (summative) written assignment in which they have to reflect on the main conclusions they have drawn from the guest lecture. The lecturer uses a rubric to mark the assignment. The rubric takes into account the student’s understanding of the international context and the extent to which they demonstrate an open-mindedness vis-à-vis other perspectives and points of view.

Clinical and Communicative Skills I

(3 ECTS)

To possess the social skills to engage in communication with various interlocutors in intercultural or international veterinary situations and to explore alternatives (skill)

To demonstrate a respectful, open attitude and a willingness vis-à-vis intercultural learning (attitude)

Active teaching methods in culturally heterogeneous groups: a class with a focus on communicating with animal owners of different (cultural) backgrounds. This is also an elective open to international students, ensuring a diverse student group;

The students engage in role play/a simulation in heterogeneous groups. They are confronted with a fictional scenario in which they have a challenging clinical run-in with an animal owner of a different cultural background.

Students fill out a checklist in advance, which covers their communicative competencies and their diversity-aware conduct (diagnostic assessment).

The lecturer shows a video clip of a veterinary case study and discusses the role of the veterinarian step by step, all the while paying close attention to the role of empathy, conversation techniques and intercultural sensitivity. Afterwards, the lecturer organises role plays. The lecturer and the fellow students (peer assessment) observe each other during the role play and use a rubric to assess each other formatively (the rubric gauges empathy, conversation techniques and intercultural sensitivity). After the role play, students receive personal feedback from their peers and the lecturer. The summative assessment (using the same rubric) comprises a formal role play in which a new case study is discussed. In the Clinical and Communicative Skills II course unit, students continue to work with that feedback.

BA3

Orientation Work Placement

(3 ECTS)

To be able to collaborate in heterogeneous groups constructively and appreciatively, and to treat differences as an added value in a veterinary context (skill)

To demonstrate cultural sensitivity, flexibility and receptiveness in veterinary practice (attitude)

Short-term mobility: all students engage in a mandatory three-week work placement in veterinary practices, companies or research centres in Belgium or abroad. In an authentic, professional veterinary context, students learn how to interact and collaborate with colleagues and animal owners, possibly of other cultural backgrounds and thus possibly also entertaining different perspectives, values, and displaying different behaviours. Students can rely on the knowledge, skills and attitudes they have acquired in previous course units.

During the work placement the students keep a portfolio focused on their development. By means of the portfolio, students monitor their own learning process and visualise their growth. They reflect on their work placement activities and their own conduct in complex professional or research contexts. Ideally, the students receive interim feedback from the on-site work placement mentor.

Prior to the work placement: the students take an external pretest (e.g. the Intercultural Readiness Check), which charts their starting competencies and identifies opportunities for growth (diagnostic assessment).

In such cases, the portfolio becomes an educational resource by means of which the lecturer applies formative assessment (without marking) to the student’s progress, and summative assessment to the final product (with marking).

Elective

(X ECTS)

To be able to collaborate in heterogeneous groups constructively and appreciatively, and to treat differences as an added value in a veterinary context (skill)

To be able to communicate adequately and comprehensively on the veterinary discipline with peers and non-peers, possibly with different backgrounds, language and cultures (skill)

Online teaching activities in an international context: students can choose to take on an online course unit taught at a partner institution. In the elective, the students meet other (education) cultures and have to collaborate in (heterogeneous) groups.

A community research project on a veterinary topic takes centre stage. Students set up (a small-scale) research in/for their local community, preferably by means of interviews or focus groups. This means that they will have to interact with people of different backgrounds.

During the community research project, each student group keeps a blog by means of which they report on the different steps in their research on a weekly basis. They also report on learning questions they have as a group for the upcoming week (formative assessment). The lecturer monitors the blog and gives feedback.

The students have to process their research results in a poster and present this to a broad target audience. The lecturer of the partner institution also invites local civilians to attend (online). For the summative assessment of the poster and the presentation, the content-related aspects (methodology, social impact, originality, ...) are taken into account as well as the visual attractiveness, the structure and the language use vis-à-vis non-peers.

The students receive personal feedback from the peers, the attending civilians and the lecturer.

3. Assessment Methods for Generic Competencies

Lecturers with a wish to assess generic competencies can use the table above to find an appropriate assessment method. Each assessment method is described in more detail on a flash card, which consists of two main parts:

What is the assessment method?
How do you use this assessment method in a valid, reliable and transparent manner?

There is also information on possible measurement tools to assess the achievements and development of generic competencies objectively. In addition, there is also room for reflection and feedback as powerful tools for learning, growth and improvement.

4. Want to Know More?

Additional information and links:

In case you have questions or want to share good practices, please get in touch with onderwijsondersteuning@ugent.be.

References

Boor, I., Gerritsen, D., de Greef, L., Rodermans, J. (2021). Meaningful assessment in interdisciplinary education. A practical handbook for university teachers. Amsterdam University Press.

Chan, C.K.Y., Fong (2023). Assessment for experiential learning. Routledge: Oxon.

Chan, C.K.Y., Fong, E. T. Y., Luk, L. Y. Y.; & Ho, R. (2017). A review of literature on challenges in the development and implementation of generic competencies in higher education curriculum. International Journal of Educational Development. 57 (2017) 1-10.

Vlaamse Onderwijsraad (2019). Uitdagingen en kansen voor een toekomstgericht hoger onderwijs. Geraadpleegd op 4 april 2022 via https://www.vlaanderen.be/publicaties/uitdagingen-en-kansen-voor-een-toekomstgericht-hoger-onderwijs-advies-vlor;

Deardorff, D.K. (2009). The big picture of intercultural competence assessment. In the SAGE handbook of intercultural competence. Thousands Oaks: Sage.

Dochy, F., Berghmans, I., Koenen, A., & Segers, M. (2015). High Impact Learning. Bouwstenen voor high impact learning. Het leren van de toekomst in onderwijs en organisaties. Boom: Lemma.

Virtanen, A., & Tynjälä, P. (2018). Factors explaining the learning of generic skills: a study of university students’ experiences. Teaching in higher education, 24:7, 880-894.

Last modified May 29, 2024, 2:50 p.m.