Assessment of learning outcomes in the higher education system (from the experience of Germany)

Abstract

The article presents the results of the analysis of the best practice of learning outcomes assessment in the German higher education system. The analysis compares a wide range of approaches to learning outcomes assessment, lists assessment methods, the choice of which is determined by the tested competencies and the assessed learning outcomes. Assessment of learning outcomes is considered in the context of national qualification systems that operate with the category of «learning outcomes», including the concept of competence. In order to distinguish these concepts, the article discusses the use and meaning of the terms «learning outcomes» and «competencies». In addition, the emphasis is placed on the generally accepted definition of competence in European countries as a degree of independence and responsibility. As a result of the analysis of the practice of learning outcomes assessment in the German higher education system, the authors of the article highlight important points that can be borrowed or adapted to the conditions of the domestic higher education system: differentiation of learning outcomes in conformance with the levels of education according to B. Bloom's taxonomy; credits award (ECTS) for learning outcomes; widespread use of assessment methods and tools, described in the article; implementation of technological maps in the framework of learning outcomes assessment and etc.