EVALUATION / ASSESSMENT OF ENTREPRENEURSHIP COMPETENCE USING TAXONOMIES

Vitalan dio obrazovnog procesa je i objektivno vrjednovanje usvojene razine studentskih znanja. Posebno je to značajno u evaluaciji poduzetničke kompetencije. Poduzetnička kompetencija je sustav znanja, vještina i stavova te samim time dodatno izazovnija u procjeni usvojenosti pojedinačnih dijelova kompetencije. Vrjednovanje je u uskoj korelaciji s postavljenim obrazovnim ishodima, nastavnim sadržajima i metodama učenja. Mogli bismo reći da navedeni dijelovi čine obrazovnu cjelinu odnosno nukleus obrazovnog procesa. Zajednički „nazivnik“ formiranja i definiranja obrazovnih ishoda i sustava vrjednovanja/evaluacije/ocjenjivanja čine taksonomije; Bloomova, Krathwohlova, Simpsonova. U postupku vrjednovanja/ocjenjivanja, prosuđuje se vrijednost studentskih odgovora iz kojih proizlaze brojčane ocjene i tako se posredno mjeri njihovo znanje. No, kako ćemo znati što student zna? Koliko zna? Je li kompetentan za nastup na tržištu rada? U kojoj mjeri je kvalificiran za odgovarajući posao? Sve su to pitanja za koja su nužni nedvosmisleni i objektivni odgovori. Značajno je utvrditi jesu li studenti stekli poduzetničku kompetenciju i u kojoj mjeri. Svrha rada je prikaz načina vrjednovanja stečene razine poduzetničke kompetencije u korelaciji s obrazovnim ishodima. Vrjednovanje je tema koja je najmanje istražena u obrazovnom procesu. Radom se želi: (a) smanjiti razina subjektivnosti ocjenjivača; (b) prikazati iskustvo evaluacije kognitivnog, psihomotoričkog i afektivnog aspekta znanja; (c) potaknuti obrazovnu politiku na snažnije usmjerenje razvoju ocjenjivačkog instrumentarija posebno u vrjednovanje kompetencija; (d) uspostaviti snažniju povezanost ishoda učenja s vrjednovanjem na bazi taksonomija; (e) potaknuti uvođenje aktivnih metoda učenja/projektni rad u nastavu kao preduvjet zanimljivosti predmeta i razine stečenih znanja.A vital part of the educational process is the objective evaluation of the adopted level of students’ knowledge. This is particularly important in the evaluation of entrepreneurial competence. Entrepreneurial competence is a system of knowledge, skills and attitudes and thus further more challenging in the assessment of acquired competences of individual parts. Evaluation is closely correlated with the established educational outcomes, curricula and teaching methods. We could say that these parts make an educational unit that is the nucleus of the educational process. The common “denominator” of forming and defining educational outcomes and system evaluation / assessment form taxonomies; Bloom, Krathwohl, Simpson. In the process of evaluation is weighed the value of students’ answers in ordinal or sequential scale that represents any school grades and thus directly measuring knowledge. How do we know what the student knows? How much does he know? Is he competent to perform in the labor market? To what extent is qualified for a suitable job? These are all questions that are essential objective and unambiguous answers. It is significant to determine whether the students have acquired entrepreneurial competence and to what extent. The purpose of the study is to review ways of evaluation of the acquired level of entrepreneurial competence is correlated with educational outcomes. The evaluation is a subject that is the least explored in the educational process. The work is to: (A) reduce the level of subjectivity of evaluators; (B) show the experience of the evaluation of cognitive, affective and psycho motor aspects of knowledge; (C) encourage educational policy to focus more strongly on developing the evaluation instruments, particularly in the evaluation of competence; (D) establish a stronger connection between learning outcomes, the evaluation on the basis of taxonomy; and (E) encourage the introduction of active learning methods / project work in education as a prerequisite for interesting subjects and the level of acquired knowledge