Open educational practices (OEP) in the design of digital competence assessment

ABSTRACT

This article presents the implementation of an assessment model for generic competences in K-12 enabled by open educational practices. It showcases a digital competence assessment model that outlines the design of competence assessment scenarios constructed by means of a collaborative process involving teachers from six European countries, learning designers, and researchers. Our study draws attention to the concept of open educational practices as a broad descriptor of four areas of teacher practice regarding design, content, teaching, and assessment. The process unfolds through three phases, where teachers’ engagement with collaborative processes and network-based tools facilitate the construction of active shared learning. It analyzes the joint creation of open practices, and the production of open educational resources. The scalability, flexibility, and adaptability of competence assessment scenarios underline their transferability to similar contexts. The experience may benefit educational institutions and communities of teachers interested in innovating and opening up education.

KEYWORDS:

• open educational practices
• pedagogy of integration
• digital competence
• collaborative teaching
• K-12 assessment

Disclosure statement

No potential conflict of interest was declared by the authors.

Data availability statement

The authors confirm that the data supporting the findings of the CRISS MOOC (phase 3) are available within the CRISS project website (https://www.crissh2020.eu/user-guide/) and its supplementary materials. The data that support the rest of the findings are available from the corresponding author (M. Maina), upon reasonable request.

Additional information

Funding

The CRISS project was financed by the European Commission’s Horizon 2020 program (ID: 732489, 2017–2019).

Notes on contributors

Marcelo Fabián Maina

Marcelo Fabián Maina is associate professor of educational technology, Department of Psychology and Education, Universitat Oberta de Catalunya, Barcelona. He is a member of the Edul@b research group. His research interests focus on open education, competency-based education, 21st century skills, e-portfolio, learning design methods and tools, and emerging digital pedagogies.

Gema Santos-Hermosa

Gema Santos-Hermosa is an associate professor at the Universitat de Barcelona and Universitat Pompeu Fabra, as well as a research support librarian at UOC. She chairs the EMPOWER Knowledge Resources group in EADTU and coordinates the OER action in the REBIUN. Her research group is Cultura i Continguts Digitals (SGR 2017-422), from the Generalitat de Catalunya.

Federica Mancini

Federica Mancini is Edul@b Research group research assistant, Universitat Oberta de Catalunya. She has participated in research and development initiatives on digital education. Her background encompasses expertise in project management, research, and dissemination strategies for different target groups. Her research interests are the applications of innovative learning methodologies and technologies.

Lourdes Guàrdia Ortiz

Lourdes Guàrdia Ortiz is associate professor of educational technology, Department of Psychology and Education, Universitat Oberta de Catalunya, director of the Master in Education and ICT (e-learning), and an Edul@b research group member. Her areas of research include e-assessment, e-portfolio, competency-based learning, learning design, teaching professional development, and emerging pedagogies.