FROM KNOWLEDGE TO ACTION TO BECOME COMPETENT PEOPLE: FROM TRADITIONAL TO AUTHENTIC ASSESSMENT
FROM KNOWLEDGE TO ACTION TO BECOME COMPETENT PEOPLE: FROM TRADITIONAL TO AUTHENTIC ASSESSMENT

Summary/Abstract: The authors, in the following article, examine the assessment of skills. The aim of skill assessment is to involve those who are assessed in real tasks to apply their knowledge in contexts of real life. Assessment of skills was born as a response to social demands that require more and more competent and able people especially to apply their knowledge in different contexts. A careful assessment of skills needs a genuine assessment, in fact it is characterized as assessment rather than “what you know,” but above “what you can do with what you know.” Assessment of skills requires a multiplicity of points of view because of the complex nature of skills, we could talk about triangulation in skills assessment. It requires three elements, the subjective dimension, which regards self-assessment, the inter-subjective dimension, which deals with social issues, the objective dimension, the one typically used in the assessment of knowledge. The authors point out that the assessment of skills stands out from the assessment of knowledge because it is: realistic, innovative, constructive, contextualized, promotional uses. At the end, the authors give some example of proofs of skills assessment.

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