Journal article

Publication year: 2016

Pages: 47-68

Journal: Theory and method in higher education research

Volume number: 2

URL: https://www.emeraldinsight.com/doi/book/10.1108/S2056-375220162

Publisher: Emerald Group Publishing Limited

Abstract: 

In this chapter, we compare five approaches for assessing competences of
higher education graduates. We begin by outlining the main reasons for
assessing higher education graduates’ competences. Next, we present a
brief definition of competences. This definition is applied throughout
the chapter, and forms the framework for comparing various approaches
for measuring higher education graduates’ competences, and for
discussing their relative strengths and weaknesses. We conclude that the
existing approaches for assessing competences are suitable for
measuring only one type of competence, that is, either cognitive or
non-cognitive, but limited in their capacities to measure both. In the
context of changing labor market needs and requirements, it is essential
either to use these approaches in combination or to develop innovative
methods which are equally suitable for measuring discipline-related as
well as more generic competences. In this chapter, we discuss the
assessment approaches by mainly focusing on employment-related
competences. By employment-related competences we mean both cognitive
and non-cognitive aspects of competences, such as personal and social
skills, leadership, and communication skills.

Harvard Citation style: Braun, E. and Mishra, S. (2016) Methods for Assessing Competences in Higher Education: A Comparative Review, Theory and method in higher education research, 2, pp. 47-68. https://www.emeraldinsight.com/doi/book/10.1108/S2056-375220162

APA Citation style: Braun, E., & Mishra, S. (2016). Methods for Assessing Competences in Higher Education: A Comparative Review. Theory and method in higher education research. 2, 47-68. https://www.emeraldinsight.com/doi/book/10.1108/S2056-375220162