Abstract:

Individuals rather than the labor market determine their own employability, which in turn is described as having the capability to gain initial employment and hold position in the labor market in changing situations (Hillage & Pollards 1998). The constantly rising unemployment rates of European young people, including university graduates, suggest that more emphasis should be put to improve the employability of young people.

“The quality of learning or education is no longer based upon knowing the most about a concrete item or subject but rather upon the ability to use our skills and knowledge in a holistic way in order to solve specific tasks in an active and efficient manner”( Mateo & Sangrà 2007). People learn today in different ways than before: the traditional pedagogic methods do not enable equal learning possibilities to different types of learners(Brown 2008). For example, understanding a certain content is socially constructed through conversations and communication about this content.

The need for developing assessment is also well established. Very recently an EU Communication (Rethinking Education: Investing in skills for better socio-economic outcomes) stated that the power of assessment needs to be better harnessed. “Efforts should continue to develop tools for individual assessment of skills, particularly in the areas of problem solving, critical thinking, collaboration and entrepreneurial initiative” (Strasbourg, 20.11.2012 EU COM(2012) 669 final).

Learning by Deveping (LbD) is a pedagogical strategy adapted by Laurea University of Applied Sciences, Finland, since over ten years. LbD teaching and learning is based on five principles:
1) authenticity,
2) partnership,
3) experiencing,
4) investigative approach,
5) creativity.

LbD teaching is based on a development project that is genuinely rooted in the world of work, and it produces new practices and competences. Pragmatic theory of knowledge considers that real-life situations are the focal point of learning, the goal of which is practical development of these situations. Students work in small teams, each making their individual plans and working schedules and assuring reporting at regular intervals. Assessment is based on the evaluation of the team work, individual learning and final output of the team.

This paper presents the results of a study that aimed to identify the gaps in assessment tools used for group assignments following to the LbDmodel. The study was based on qualitative interview. Six teachers, students and working life partners were interviewed. The results show clearly the need to develop tools assessment tools and methods to better understand the input of each student in the team work as well as to identify more distinctively the individual learning process.

Keywords:

Assessment, group assignment, learning.