Izvorni znanstveni članak
Assessing Extracurricular Activities: &e Students’ Perspective
Vilma Kotlar
orcid.org/0000-0002-0668-7312
; Odsjek za pedagogiju, Filozofski fakultet Sveučilišta u Rijeci, Rijeka
Bojana Ćulum
orcid.org/0000-0002-9771-4645
; Odsjek za pedagogiju, Filozofski fakultet Sveučilišta u Rijeci, Rijeka
Sažetak
Many studies conducted in the past 30 years point to a significant contribution
of extracurricular activities to the development of generic skills in children and
young adults. At the same time, the connection between key competences related
to lifelong learning, academic success, and personal development growth
affected multiple student development theories. In order to meet the aim of education
policy of lifelong learning, with a particular aim of contributing to the
academic success and student employment, many universities are developing
models of the assessment of extracurricular activities. Research about assessment
of extracurricular activities at Croatian universities, conducted through
five half-day deliberative workshops with 102 students, brings forward their
perspective and recommendations of assessment models. Research shows that
students recognize the importance of devotion to extracurricular activities,
and, in doing so, critically think about the types of activities and competences
that should be assessed. They assume that it is necessary to have a differentiated
assessment of activities based on their connection with the field of study
and based on the type of activity. As the most appropriate way of assessment,
students suggest a model of activity track in the diploma supplement, but if the
activity is related to the curriculum, they would like to obtain an appropriate
number of ECTS credits. There are conflicting opinions concerning assessments
of students’ activity in student governance bodies.
Ključne riječi
extracurricular activities; students’ perspective; key competences; assessment; volunteering
Hrčak ID:
132138
URI
Datum izdavanja:
23.12.2014.
Posjeta: 3.546 *