Two teachers on upper-secondary level in rural Iceland are pioneering in their school to implement Entrepreneurship Education. They are eager to support their students to be creative and enterprising in the module. There is a lot going on in the course and many things to arrange and see too such as organizing visits to and from work-life in the area. The teachers are supported by teaching materials but the assessment methods are vague and require a lot of extra work from the teachers as they are used to one-correct-answer tests. We would like to support those teachers by providing them with a range of suitable assessment tools that they can adjust or use as they are. The basic training and emphasis in Entrepreneurship Education promotes creativity and action (entrepreneurship) and the importance of EE is now widely accepted although not generally seen as a core subject throughout educational levels. There is a need for practical and reliable assessment methods in Entrepreneurship Education in Europe to enhance this kind of teaching and learning and benchmark the qualities such education offers. We want to construct a model of progression PEAT-EU for assessment including a framework for the EE learning path from pre-school to university and those can be helpful for teachers, administrators and policy makers to assess where their school or educational area is located in the overall development within the framework. The main outcome of this project is to provide a Progression model for assessment in EE built on lessons learned and suggesting potential applications. This project will present an overview of innovative and adaptable assessment tools, including digital tools, for different school levels aimed at enhancing innovation and resourcefulness of all students from the lowest to the highest end of the academic spectrum. It will build on the collaboration of leading specialists in EE, their experiences and research learning from each other and harvesting the latest relevant European reports in the area. The project is structured around a sequence of peer learning activities (workshops) that will enable participating organizations to gain experience and to strengthen their capacities. On parallel, partners will share learning internally and locally among key stakeholders and discuss the possibilities of embedding some of the lessons learned in each workshop into the practices of relevant organizations and devise a feasible action plan. Each workshop will contribute to the co-production of a vision of success that could be accepted by all partners. This entails taking stock of the experience brought to the partnership by different organizations involved in order to set up a baseline. After each workshop knowledge will be shared with colleagues and other members of the local action group comprising schools and other key local stakeholders at the local level. Peer Learning Activity 1. Entrepreneurial learning outcomes, frameworks and progression models. Peer Learning Activity 2. Assessment of learning outcomes: Teacher perceptions, training needs and most widely used methods. Peer Learning Activity 3: Innovative approaches and tools to EE assessment: The third workshop broadens the scope in order to accommodate new perspectives the assessment of the entrepreneurial key competence. Peer Learning Activity 4. EE assessment at transition pointsPeer Learning Activity 5. Action Planning. Virtual or local level group meeting to take stock of the initiatives and experiences gathered. The project partners are willing to continue to offer advice and contribute to the development of quality assessment in EE.The main strength of the project and the key factor in the success of the development of the outcomes and realisation of the project objectives, are the innovative and passionate people involved. The focus of the partnership was to create a group of experienced people that have been implementing and developing EE on and in contact with different school levels. The project partners have background and knowledge of innovative teaching approaches and appropriate activites in Entrepreneurship Education. We aim to carry on promoting the results after the project lifetime is over through teacher education and continuous education.
CONTEXT AND OBJECTIVES In the project we focused on providing the teachers we described in our application by providing them with a range of suitable assessment tools that they can adjust or use as they are. This main objective we have fulfilled and presented on the EntreAssess website. We had identified a need for practical and reliable assessment methods in Entrepreneurship Education in Europe to enhance entrepreneurial teaching and learning and the need to benchmark the qualities of EE. NUMBER AND PROFILE OF PARTICIPATING ORGANISATIONS: The University of Iceland, School of Education was leading and managing the project. Three specialists took active part in the project, Tryggiv Thayer a specialist in ICT and innovations in education, the PI Svanborg expert in innovation and entrepreneurial education and manager Kristín Harðardóttir. The University of Wales Trinity Saint David (UWTSD) provided expertise in EE with the regular participation of three influential teacher educators in IEE, Andy and Kath Penaluna and Caroline Usei and also input from two other experienced teachers in EE and connections with primary and secondary schools working with EE. The main participant in the project from Me Analytics AB in Sweden was Martin Lacéus who provided valuable knowledge and experience from working in EE and with students and teachers. Carin Sävetun was also an active participant but did not attend meetings outside of Sweden. Valnalon, Spain used their work of leading a Teachers WorkGroup under the regional Teacher Training Centre to identify relevant learning outcomes and create a logic progression model. Their work with teachers connecting to the process of designing the assessment model, presenting and discussing it with them gave valuable insights. The main participant in the project meetings and work between meetings was Ivan Diego Rodriguez with extensive esperience in leading EE projects and implementing them. Rafael Balparda Pilar was presented San Jose de Calasanz in Spain, provided important insights and experiences from practice of EE in upper-secondary schoo RG Menntaráðgöf (Innoent), three active participants including professionals from Bantani Education (2 located in Brussels) offered various skills and exptertise: • expert overview of innovation education and entrepreneurship education and extensive research experience • extensive experience in government implementation of strategies involving EE • experts in emancipatory pedagogy linking EE to emancipatory teaching methods and evaluation structures MAIN OUTCOMES AND ACTIVITIES In the project for the last two years we constructed a model of progression PEAT-EU for assessment including a framework for the EE learning path from pre-school to university to help teachers, administrators and policy makers to assess where their school or educational area is located in the overall development within the framework. These objectives were realized in the EntreAssess website where Methods, Tools and Examples of EE assessment are provided. The main outcome of this project was to provide a Progression model for assessment in EE built on lessons learned and suggesting potential applications. We presented an overview of innovative and adaptable assessment tools, including digital tools. It built on the collaboration of leading EE specialists, their experiences and research, learning from each other and harvesting the latest relevant European reports in the area. The project was structured around a sequence of peer learning activities (workshops) where partners gained experience and strengthen their capacities. Partners shared learning internally and locally among key stakeholders and used some of the lessons learned in each workshop into the practices of relevant organizations and devise a feasible action plan. Each workshop contributed to the co-production of a vision of success accepted by all partners. After each workshop knowledge was shared with colleagues and other members e.g. of local groups comprising schools and other key local stakeholders at the local level. Our meetings and learning activities were held and focused on: Peer Learning Activity 1. Entrepreneurial learning outcomes, frameworks and progression models. Peer Learning Activity 2. Assessment of learning outcomes: Teacher perceptions, training needs and most widely used methods. Peer Learning Activity 3: Innovative approaches and tools to EE assessment: The third workshop broadens the scope in order to accommodate new perspectives the assessment of the entrepreneurial key competence. Peer Learning Activity 4. EE assessment at transition points Peer Learning Activity 5. Action Planning. Discussing various dissemination actions with different stakeholders (see overview of dissemination). Discussing final steps. The project partners are willing to continue to offer advice and contribute to the development of quality assessment.