ECTS New developments Professor Luc François Director of Educational Affairs

ECTS 1. Tuning Competences Knowledge & curricula ECTS accumulation system Teaching & assessment 2. ECTS in LLL 3. Grading scale 4. Evaluation study load 5. Key features

ECTS: new developments Bologna Introduction of a system of readable and comparable degrees Following summits: Profiles, competencies,, learning outcomes, …

New developments Start: objectives of the learning process From teacher- to student oriented approach From knowledge to competencies From input to output Changing role of the teacher

New European approach Quality Assurance, to be realised by Evaluation Internal External Accreditation

New European programmes Tuning Higher Education Structures in Europe Quality Culture Project TEEP 2002 (Transnational European Evaluation Project in 2002) Dublin descriptors: competencies and learning outcomes for Ba and Ma

1. Tuning: objectives Implementing the Bologna process Implementing two cycle system Common reference points (discipline, HEI) Professional profiles and compatible learning outcomes Employability: LLL Language understood by stakeholders

1. Tuning: 4 lines 1Competences 2 Knowledge and curricula 3 ECTS as accumulation system 4 Methods of teaching, learning and assessment

1. Tuning – line 1 Competences Questionnaires to graduates, employers, academics Distinction between ‘importance’ and ‘achievement’ of learning outcomes Distinction between general, academic and subjectrelated competences

1. Tuning – line 1 Competences Correspondance between ‘graduates’ and ‘employers’ ‘internationalisation’: low importance and achievement Academics ‘general knowledge’: high ‘Social skills’: low

1. Tuning – line 2 Knowledge and curricula Agreement on discipline related competencies Aversion for external pressure for harmonising content Agreement about relation between learning outcomes and content QA accepted as instrument for accreditation

1. Tuning – line 2 Knowledge and curricula Core curriculum in the first cycle? Common elements in all European curricula (beta) Common elements in a common European programme (Eurobachelor) Common set of expected learning outcomes

1. Tuning – line 2 Knowledge and curricula Second cycle Common framework is contra-productive Strategic alliances and Joint Masters

1. Tuning – line 3 ECTS as accumulationsystem Importance of credits for comparison and combination of studytracks One system (ECTS) is preferable ECTS-credits: from relative to absolute value

1. Tuning – line 3 ECTS as accumulationsystem Relation with competencies course descriptions levelindicators Relation with non-formal tracks Integration of new units, modules and grades Importance of Diplomasupplement: portfolio

1. Tuning – line 3 ECTS as accumulationsystem Relation between credits and QA Recognition if credit related to level and learning outcomes Description of complexity, creativity and profundity Credit related to academic standards Established (international) system of QA

1. Tuning – line 3 ECTS as accumulationsystem Studytime Related to discipline By academics Influenced by Concept of curriculum Methods of teaching, learning and evaluation Attitude and possibilities of student

1. Tuning – line 3 ECTS as accumulationsystem Length of the academic year weeks a year hours a week 1520 hours a year on average 1 credit = hours on average 60 cr = 9 months (34-40 weeks) 75 cr = 12 months (46-56 weeks) 90 cr = 14 months (54-60 weeks)

1. Tuning – line 3 ECTS as accumulationsystem 2 Ma 1 Ma 4 Ba 1 Ma 3 Ba 2 Ba 1 Ba Entrance

1. Tuning – line 3 ECTS as accumulationsystem 2Ma 1Ma 3Ba 4Ba 3Ba 2Ba 3Ba 2Ba 1Ba 2Ba 1Ba entrance1Ba

1. Tuning – line 4 Teaching and assessment Teaching, learning and evaluation is task for HEI Attention for transfer of general skills and competencies Focus on competencies = attention to New methods of teaching New criteria for evaluation

2. ECTS in LLL Designing a coherent system how to allocate credits in absolute and relative terms allowing students to choose various pathways to a specified degree and developing the institutions to offer customised forms of study-programmes and not only institutional programmes

2. ECTS in LLL Allocation of ECTS credits to all forms of Learning For the recognition of ECTS credits independent of the form of learning based on their absolute value. By integrating them into the various pathways so that they will receive a relative value

3. Evaluation study load 1. Prospective method: difficult approach 2. Retrospective method: minimal approach

3.1. Prospective method Ad random: - All students of a study year - 10 research groups at random - representative for gender/educational group - Every group is registrating in the same time during 4 weeks in the academic year - 2 ‘normal’ weeks - 1 week in the study period - 1 week in exam period - Recall in case of non-response (alternative week)

3.1. Prospective method Form with a timetable and the following information: 1. Planned activity? 2. Who? 3. Place? 4. Study materials? 5. Study activity? 6. Discipline?

3.1. Prospective method - Advantages: - - stronger design - feasible for students - high student participation: 60-65% - short time to registrate the information and data - difficult to manipulate - a lot of information given

3.1. Prospective method - Disadvantages: - complex procedure - too much information and data - a lot of procedures to evaluate it - high development costs

3.2. Retrospective method - After a semester or a year - For every course the following information: - participation in the planned activities - preparation time for the planned activities - tasks - completing and structuring the courses - studying during the semester - preparation of exams - other study activities

3.2. Retrospective method - Advantages: - easy procedure - little information and data - fast analysis is possible - low cost

3.2.Retrospective method - Disadvantages: - student participation > 50% - frequently forms incorrect filled in - spontaneous reaction of the students - different memories - other factors