Entrepreneurship

Assessment type Summative
Assessment method/tool Art
Operationalisation (what is being assessed and why, how to conduct it) Can the students demonstrate the learned concepts beautifully? Provocatively? Creatively? In a funny or silly way? Can they force a conversation about their learning just by creating something? Role play or drama can recreate real life situations with DOs and DON'Ts in a situation that either the trainer or the trainees choose to simulate.

Ask students to show/prove they achieved one of the skills in list A through one of the art options in list B:
List A – Skills pertaining to this CU and extracted from its competence matrix:
  • Design pedagogical improvement strategies aligned with the WELDONE way for teaching STEM topics based on a clear understanding of its strengths/advantages and weaknesses/disadvantages, to improve learning results
  • Discuss the need for investing time in embedding entrepreneurship key competence development in the subjects, inspiring relevant stakeholders, to get the support needed to implement the WELDONE way
  • Weigh the risks and benefits of embedding entrepreneurship key competence development strategies in training, reflecting on failures (own and other people’s) and identifying their causes
  • Define priorities in uncertain circumstances, with partial or ambiguous information deciding when it is not worth continuing with an idea
  • Develop a vision and a strategy to embed entrepreneurship key competence development in teaching practices

    • List B – Art forms through which students can demonstrate their understanding and domain of at least one of the learning outcomes in list A:
  • Collage
  • Roleplay
  • Short film
  • Living sculpture
  • Comics
    • … the sky is the limit!

    Rules:
    1. The participation of all group elements must be clear
    2. Agree on a time limit for the demonstrations – it will depend on the size of the group of students, on the art form chosen and on the time available
    3. Students should work on their presentation outside the classroom time
    4. A short explanation for the choices made by students during the development of their works should be provided in the end

    ART EVALUATION
  • Criteria for the assessment of the presentations Is there a clear entrepreneurship concept behind the presentation?
  • Did all students in the group participate?
  • Was the reasoning behind each component/element choice explained?
  • Did it provoke discussion among the wider group?
  • Does it demonstrate at least one learning outcome from list A?
  • Did people have fun?
    • Remarks Students need to comply with all the above criteria to PASS this evaluation. This evaluation tool will count for 25% of the final grade.

    For students to perform, they need to get a grasp of the concepts, ideas and abilities entailed in the CU. The discussions raised during the work development will also promote the confrontation and consolidation of learnings done in the CU. Their ability to then transform their understanding into an art form and communicate it to an audience will activate their cognitive skills, as well.

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