Die Umsetzung der Modularisierung in Bachelor- und Masterstudiengängen

Pietzonka, Manuel

doi:10.3217/zfhe-9-02/08

Cited by 5 publications

(1 citation statement)

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“…In addition, according to Bologna, one theoretically presumes that, as a general rule, module exams -by virtue of being integrated assessments -measure competences that are acquired in multiple courses. In practice, however, the types of assessment that are given are more often additive assessments, in which tasks from various courses are strung together (as in the case of written assessments); or submodule exams, in which every course ends with an exam (Pietzonka 2014). It is therefore not uncommon for students to complete 50 to 60 assessments in the form of small final examinations during their bachelor's degree, for example, all of which have legal consequences in that they are incorporated into the student's overall grade.…”

Section: Forms Of and Situations For Reflection In Inquiry-based Learningmentioning

confidence: 99%

Inquiry-based learning-undergraduate research: the German multidisciplinary experience

Younas

Noor

2020

Educational Gerontology

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of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Regarding these commercial rights a non-exclusive license has been granted to the publisher. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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Section: Forms Of and Situations For Reflection In Inquiry-based Learningmentioning

confidence: 99%

Inquiry-based learning-undergraduate research: the German multidisciplinary experience

Younas

Noor

2020

Educational Gerontology

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Assessment and Inquiry-Based Learning

Reinmann

2019

Inquiry-Based Learning – Undergraduate Research

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Assessments within the context of inquiry-based learning pose a special challenge: On the one hand, in the "Bologna degree programs," the practice of academic assessment is generally lagging behind in the requirement that not just teaching and learning be done in a competency-oriented manner, but assessment as well; this has an especially grave impact on issues of performance recording relating to inquiry-based learning. On the other hand, the concept of inquiry-based learning allows teaching, learning and research to be combined in multiple formats and therefore needs to be differentiated-with corresponding consequences for research-related assessment. In the face of such challenges, the first step taken in this article is to propose a model of the possible combinations of teaching, learning and research, which suggests that a distinction can be made between at least three types of inquiry-based learning: learning to understand research, practicing research and conducting independent research. In a second step, the proposed model is expanded to include assessment. 9.1 Competence-Oriented Assessment: Claim and Reality Competence orientation has been a guiding idea for the design of degree programs since the beginning of the Bologna Process (Schaper 2012): Bachelor's and master's degree programs are modularized. A module should be designed in such a way that, in a best-case scenario, multiple courses jointly foster subject-specific and/or interdisciplinary competences, which can be covered in one final exam at the end of the module, and which can be

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