Criteria

Knowledge of the principles and methods of assessment and self-assessment

Indicators

• Refers to various assessment and self-assessment principles and methods

Knowledge of the concept of competence and its uses in a learning context

• Demonstrates an understanding of the concept of competence in a learning context

Skill to choose and use assessment and self-assessment tools and to derive learning achievements from this

• Applies the concept of competence in a learning context
• Applies appropriate methods and digital tools for assessment and self-assessment of their own learning achievements

Skill to adjust and convey the concept of competence to various groups of learners

• Communicates the concept of competence to groups of learners

Curiosity about their own learning process

• Reflects about their own learning process

Openness and readiness to accept various perceptions of one’s competences and learning achievements

• Reflects on various perceptions and maintaining or recovering their own emotional balance afterwards

Readiness to focus on attitudes and values and their development when assessing their own competences

• Pays special attention to attitudes and values when self-assessing and planning further development

Criteria

Knowledge of strengths, weaknesses and learning opportunities in relevant fields and contexts

Indicators

• Refers to strengths, weaknesses and learning opportunities in relevant fields and contexts

Knowledge of the basic principles of learning processes

• Understands how learning can be organised in an effective and meaningful way and diverse learning environments, including online

Awareness of how artificial intelligence algorithms influence our choices

• Understands the impact of AI on choosing learning objectives when using online platforms for learning

Understanding of value-based education and the importance of values in a learning process

• Demonstrates an understanding of the importance of values and how to design opportunities for value-based learning in a learning process

Skill to analyse learners’ strengths, weaknesses and learning opportunities and to plan the learning process accordingly

• Analyses learners’ strengths, weaknesses and learning opportunities

Skill to plan the learning process according to learners’ identified strengths, weaknesses and learning opportunities

• Plans the learning process taking into account learners’ strengths, weaknesses and learning opportunities

Commitment to implementing the learning plan

• Motivates and supports the implementation of the learning plan

Awareness and acceptance of learners’ responsibility for one’s own learning process

• Explicitly encourages and enables learners to take responsibility for their own learning process

Readiness to unlearn

• Intends to let go of what they have already learned or acquired to make way for new experiences and learning achievements

Criteria

Knowledge of the principles and mechanisms of feedback

Indicators

• Understands the values and mechanisms of feedback

Skill to give, receive and integrate feedback in a constructive way

• Gives, receives and integrates feedback in a constructive way

Curiosity about and readiness to ask for feedback

• Asks for feedback
• Shows a willingness to learn from others, even from those who may have different values and world views

Openness to accept one’s own unconscious behaviours/habits

• Integrates feedback and maintains or recovers their own emotional balance afterwards

Criteria

Knowledge of learning as a continuous process

Indicators

• Demonstrates an understanding of learning as a continuous process

Skill to reflect and adjust the learning process

• Reflects on the learning process
• Changes learning processes accordingly

Openness for and readiness to balance between planned and unplanned learning objectives

• Trains focus on planned learning objectives while remaining open to incorporating unplanned ones

Readiness to self-reflect to understand their own motivations

• Regularly critically reflects their own values and motivations and how they impact behaviours

Criteria

Knowledge of existing appropriate resources for supporting learning

Indicators

• Refers to existing appropriate resources for supporting learning
• Uses online resources to extend in-person learning

Skill to organise existing appropriate resources to support individual learning

• Organises existing appropriate resources for individual learning purposes

Structured and organised approach

• Organises resources in a structured way for learning purposes