Entrepreneurship

Assessment type	Summative
Assessment method/tool	Process-Oriented Projects
Operationalisation (what is being assessed and why, how to conduct it)	This assessment tool is to be applied when using the exercise “The 6 guiding principles for teachers” This assessment method will be used to assess the following learning outcomes: Define what makes a teacher an entrepreneurial one, recalling practical entrepreneurial teaching experiences to prove the efficacy of renewed practices 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 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 Set long, medium and short-term goals to embed entrepreneurship key competence development in own training/teaching activity It is important to assess trainees’ learning not for their outputs or products but for the processes which the trainees underwent in order to arrive at these products or outputs. Role of the teacher/trainer: 1. Observe carefully each student performance in the process. Tip: please notice that you only have 1h30 to do so 2. encourage trainees to mobilise and critically assess their prior knowledge, both on content and process. By asking the question: “Which of the six guiding principles do you already include in your teaching?”, the teacher stimulates trainees to ask themselves questions about how they implement entrepreneurship education in their classrooms, to pronounce ideas, discover assumptions, the theory delivered in the mini lesson. Tip: the trainer will evaluate criteria A and B of the table below 3. ask participants to reflect on their teaching practices and on new ways to tackle all the guiding principles and the goals to get there. Tip: the trainer will use criteria C, D, E, F, K, L, M, O, P of the table below to evaluate 4. lead them to set long, medium and short-term goals to embed entrepreneurship key competence development in own training/teaching activity. Tip: the trainer will evaluate criteria C, D, G, K, L, M, O, P of the table below 5. lead them to discuss about the risks and benefits of embedding entrepreneurship key competence development strategies in training Tip: the trainer will evaluate criteria C, D, G, J, L, M, O, P of the table below 6. Assess the presentations Tip: the trainer will evaluate criteria H, I, L, N of the table below 7. facilitate the discussion after the presentations. Tip: the trainer will evaluate criteria C, D, H, I, L of the table below The process-oriented teaching includes skills for social learning, like being able and willing to observe and learn from other people’s actions, to ask others for advice and information, to understand (information from) other people’s point of view, to relate one’s own position to that of others, and to work productively together. Use the grid below for the process evaluation.
Remarks	You can use the following criteria to assess the trainees during the development of the activity or adapt them to the learning outcomes you want your learners to obtain with the activity