Assessment of competence is based on learning objectives defined in
the curriculum. Learning objectives depict what type of competence is
required from a student to receive a degree. The assessment is
considered in three points of view: student, working life
representative/supervisor and teacher.
The assessment criteria derived from the learning objectives are used
to identify learning outcome. Assessment of competence depicts how well
set learning objectives have been achieved.
Developing the students study process takes into account the learning
and the knowledge gained through academical perspective. The key factors
in study process are self-evaluation and feedback received from teacher
or supervisor as well sometimes from fellow students.
Competence is assessed from many perspectives by examining development
in practical, academic, social and evaluative competence.
- Practical competence is manifested as a systematic, smooth command of tasks.
- Academic competence indicates a command of theoretical
knowledge, an understanding of the connections between facts and
processes and the ability to grasp entities.
- Social competence is related to interactive competence; the ability to work as a member and a leader of a group.
- Evaluative competence describes learning, evaluation and
development skills related to one’s own work and the ability to develop
and influence joint activity and activity that takes place in the
Assessment methods are selected so that they truly measure achievement and the level of competence.
Assessment of competence and rectification of assessment comply with
Lapland University of Applied Sciences’ degree regulations. Assessment
is on a scale of 0–5 or pass/fail. Assessment criteria are defined for
each study unit. A detailed assessment plan for each study unit is
presented in the study unit’s implementation plan.
The feedback collected from the students will develop the quality of
the degree programme. You have a change to give feedback about the
implementation of the study units as well as overall yearly feedback.
Learning also takes place in diverse, changing environments consisting
of laboratories, virtual surroundings, environments offered by
international partners, working life and research, development and