Prethodno priopćenje

EVALUATION / ASSESSMENT OF ENTREPRENEURSHIP COMPETENCE USING TAXONOMIES

Zdravko Tkalec ; Visoka škola za ekonomiju, poduzetništvo i upravljanje „Nikola Šubić Zrinski“, Zagreb, Hrvatska
Mario Šimunković orcid.org/0000-0001-9688-0169 ; Visoka škola za ekonomiju, poduzetništvo i upravljanje „Nikola Šubić Zrinski“, Zagreb, Hrvatska
Ivana Rukavina orcid.org/0000-0002-5505-7819 ; Visoka škola za ekonomiju, poduzetništvo i upravljanje „Nikola Šubić Zrinski“, Zagreb, Hrvatska

Sažetak

A vital part of the educational process is the objective evaluation of the adopted level of students’ knowledge. This is particularly important in the evaluation of entrepreneurial competence. Entrepreneurial competence is a system of knowledge, skills and attitudes and thus further more challenging in the assessment of acquired competences of individual parts. Evaluation is closely correlated with the established educational outcomes, curricula and teaching methods. We could say that these parts make an educational unit that is the nucleus of the educational process. The common “denominator” of forming and defining educational outcomes and system evaluation / assessment form taxonomies; Bloom, Krathwohl, Simpson. In the process of evaluation is weighed the value of students’ answers in ordinal or sequential scale that represents any school grades and thus directly measuring knowledge. How do we know what the student knows? How much does he know? Is he competent to perform in the labor market? To what extent is qualified for a suitable job? These are all questions that are essential objective and unambiguous answers. It is significant to determine whether the students have acquired entrepreneurial competence and to what extent. The purpose of the study is to review ways of evaluation of the acquired level of entrepreneurial competence is correlated with educational outcomes. The evaluation is a subject that is the least explored in the educational process. The work is to: (A) reduce the level of subjectivity of evaluators; (B) show the experience of the evaluation of cognitive, affective and psycho motor aspects of knowledge; (C) encourage educational policy to focus more strongly on developing the evaluation instruments, particularly in the
evaluation of competence; (D) establish a stronger connection between learning outcomes, the evaluation on the basis of taxonomy; and (E) encourage the introduction of active learning methods / project work in education as a prerequisite for interesting subjects and the level of acquired knowledge.

Ključne riječi

teaching and learning methods; entrepreneurial competence; education outcomes; taxonomy; evaluation of student achievement

Hrčak ID:

149541

URI

https://hrcak.srce.hr/149541

Datum izdavanja:

15.12.2015.

Podaci na drugim jezicima: hrvatski

Posjeta: 2.430 *