A large-scale policy experimentation will evaluate the assessment of transversal skills in schools in 10 european countries. The hypothesis of the Erasmus+ Project ATS2020 (Assessment of Transversal Skills): Assessment can support the development of 21st century skills, such as digital competency, self-regulated learning or cooperation. A meeting of the project partners in Krems, Austria, showed the state of the art of the project. Danube University Krems was also the venue of a trainers' workshop for the piloting countries.
On November 11 and 12, 2015 ATS2020 project partners met in order to discuss further steps for the large-scale experimentation of „Assessment of Transversal Skills“. The framework of reference for digital skills and cooperation skills was presented. As transversal skills cannot be easily divided from each other, self-regulated learning was another topic of the presentation of Anastasia Economou (Cyprus), who is coordinator of the project and leading player in elaborating the theoretical and pedagogical basis for the project.
At the preceding meeting (June 2015, in Ljubljana) the partners had decided that ePortfolios are a good basis for learners to develop skills and to document their learning path and achievements. ePortfolios are a great tool for self-evaluation and the evaluation through peers, as well. At the meeting in Krems the following setting of ICT infrastructures for learning and assessment were proposed: The ePortfolio platform Mahara serves as a basis for the development of ePortfolios, with the plugin “My Learning” (a strong tool for planning and self-assessment of learning) as one of the core tools. The technical support for the learning scenario is complemented by Microsoft Office 365 and OneNote Class Notebook, which is developed by Microsoft, as well. Researchers of IMB at Danube University Krems presented combinations of the tools, with a strong focus on their capacity for feedback and evaluation. As the pilot evaluation also needs technical support, external evaluation tools, such as Europortfolio's Maturity Matrix, Finland’s teacher self-evaluation tool Opeka and the Estonian testing system EIS were shown and discussed, as well.
In order to employ the proposed platforms and tools for the development of competences in teaching and learning, the participating countries will carry out national teacher trainings. After the partner meeting in Krems, a trainers’ workshop was held for participants from the piloting countries (Cyprus, Belgium, Estonia, Finland, Greece, Ireland, Lithuania, Slovenia, and Spain). These trainers are working now, after the workshop, together with the ATS2020 partners via a Mahara platform which is hosted by the IMB at Danube University Krems. This is the space, where learning designs for the development of transversal skills, strategies for assessment and the use of platforms and tools are tested, adapted and refined. Early in 2016 the infrastructure will be ready for teachers and students as a space where they can develop, document and assess transversal skills.