1 22-mei-18This project has received funding from the European Union

Maisterivaiheen valintojen kehittäminen: Mastermind Europe

Kv-kevätpäivät 2018, Jyväskylä

Esko Koponen

Helsingin yliopisto

esko.koponen@helsinki.fi

2 22-mei-18

Learning outcomes & ‘incomes’

• Learning outcomes are statements of what a student is expected to know, understand and be able to demonstrate after completion of a process of learning.

• Learning ‘incomes’ are statements of what a student is expected to know, understand and be able to demonstrate before/at the start of a process of learning.

3 22-mei-18

Background and setting the stage

1. Master’s used to be married to ‘their’ Bachelor’s, but not any more

• Who does or doesn’t understand what I mean?

• Who recognises this as a trend in your university?

• Increasing diversity of:– Learning outcomes of programmes

– Content of Master’s programmes

– Disciplinary background of applicants

– National/cultural/language backgrounds of applicants

– Age of applicants

– Professional experience and background of applicants

4 22-mei-18

Further setting the stage

2. At master’s admissions, one needs to distinguish between:

a. What students have to be good at?

b. How good they have to be at it?

c. How do you know they are?

3. What students have to be good at, may relate to

Subject-related Knowledge & Skills

General Academic Competence

Proficiency in the instruction language (English)

(possibly) personal competencies

5 22-mei-18

What is the reality?

4. “For my Master’s programme, I can (and do) define what the students need to be good at – and how good”

a. Who is convinced that the Master’s directors at their university can fully and wholeheartedly subscribe to this statement?

b. Who feels that many of them would say: “Yes, I really should be able to do that”?

c. Who feels many would say: “I know if a student is or isn’t good enough but I can’t explain”?

6 22-mei-18

I. Context factors of your Masters

• Mechanistic or holistic admission process?

• Selective open admissiononly the best all who meet the criteria

• Quota per country or discipline?

• One or more deadlines; rolling admission?

• Balance in Academic or Personal Competencies?

• One or more assessors for subjective parts?

• The role of money (tuition fees)?

7 22-mei-18This project has received funding from the European Union

Mastermind Europe project

ERASMUS+ Key action 211 partners, 8 countries, 6 universitiesGuiding Tools, Focus Groups, DisseminationWebsite, pilots, repository

Barcelona, 30 November2016

8 22-mei-18

Analysing admission: dissecting its parts: introducing the Coherent Admission Matrix

9 22-mei-18

How do you know if students are good enough in what they need to be good at.In logical order: 1) Criteria, 2) levels, 3) Assessment mechanisms, 4) assessment scores

1) Criteria 2) Levels 3) Assessment mechanisms

4) Assessment scores

In plain words What you are looking for What you are looking at

Subject-related knowledge & skillsGuiding tool 2

General academic competenciesGuiding tool 3

Personal competencies & traitsGuiding tool 4

Languages competenciesGuiding tool 5

10 22-mei-18

Means to assess/support the assessment

• Transcripts: courses, grades, thesis

• Handbooks, essential reading

• Bridging courses

• MOOC’s

• Tests

– GRE Subject Tests

11 22-mei-18

General Academic Competenciesanalytical framework

Textual data & information

Numerical data & information

Abstract & logical information

Create

Evaluate

Analyse

Apply

Understand

Remember

From: Revised Bloom Taxonomy, which has another second axis: Factual Conceptual Procedural Metacognitive

12 22-mei-18

General Academic CompetenceExisting tests

Textual data & information

Numerical data & information

Abstract & logical information

GRE general √ √ -

GMAT √ √ -

IEGat √ √ √

ESonline √ √ “problem solving”

MAT √ - -

VALUE RUBRICS

13 22-mei-18

Personal Competencies & TraitsPersonal traits: Big Six Personal competencies:

Great Eight

Emotionality Leading & deciding

Extraversion Supporting & cooperating

Agreeableness (vs Anger) Interacting & presenting

Conscientiousness Analysing & interpreting

Openness Creating & conceptualising

Honesty Organising & executing

Adapting & coping

Enterprising & preforming

14 22-mei-18

Personal competencies & testsExisting tests

Self assessment

Observer Test

Hexaco Personality Inventory

√ -

ETS Workforce assessment

√ -

Personal statement √ -

Reference letter √ -

Interview √ -

15 22-mei-18

Further information

• Guiding tools, background material

http://mastermindeurope.eu

• Pool of experts – visits