Students assessment of 15 EntreComp entrepreneurship competences
In the scope of an Erasmus+ project EASIP COMP: Increasing entrepreneurial competences of students through a practical approach students from Italy, Finland, Norway and Slovenia participated in the assessment process where they had to implement two team tasks and assess their entrepreneurial competencies according to ENTRE COMP model (see Photo 1 to see specific competencies). There were between 6 and 16 students involved in the assessment process and they had to finish two assessments tasks in the limited time. In some countries, the same students were involved in both tasks, in others there were different students involved. For each task, there were 2 or 3 assessors who implemented the tasks and observed the students. After the task, each student assessed his/her competencies on a 4-point scale reflecting the extent to which competencies are expressed (1 = poor, 2 = medium, 3 = strong, 4 = exceptionally strong) as did the professors (assessors) for all students individually.
On average, Finnish assessors gave the best scores and students that evaluated themselves with the highest average scores were Norwegian. Creativity and mobilizing resources were the best evaluated competencies amongst all the assessors, studentson the other side have rated themselves the highest in spotting opportunities and motivation & perseverance. Students mostly evaluated themselves better than assessors did (9 times; scores of the assessors were better just 5 times).
In general, the assessment process was the opportunity for students and professors to implement the tasks they usually do not and to get valuable insight into ENTRE COMP model and competencies of students. However, it is important to emphasize that this assessment process was not designed in a scientific manner and thus the results are to be interpreted more as a guideline. This was actually the intent also in the EASIP COMP project. Both tasks put time pressure on students and they felt they did not have enough time to complete the tasks. Also, not all students were familiar with the Business Model Canvas so that made the one of the tasks more difficult for those students which affected also the assessment. It is important to add that not all the variables were controlled during the assessment process, e.g. prior knowledge about business model or entrepreneurship, time needed to finish the tasks (in one country the assessors extended the time for one of the assessment tasks), also the exact behaviours to assess competencies were not specified (only general guidelines and descriptions were given to assessors). To conclude, students and assessors pointed out that assessment tasks were an interesting method to work with students and get insight which entrepreneurial competencies are important and should be developed (or at least discussed) in the future.
Photo 1: ENTRE COMP model
Photo 2: Results of the assessment (1/2)
Photo 3: Results of the assessment (2/2)
More information available here: source
