Abstract
The concept of learning according to the principle of holistic action with the effect of parallel knowledge acquisition and competence gain has found a high degree of acceptance in engineering didactics. But it is not an established form of teaching in reality; the reason often given for this is the doubt that within PBL-based teaching-learning arrangements there are uncertainties as to how student performance can be sufficiently validly, objectively and reliably assessed To solve this problem, the idea arose to implement the COMET procedure. Methodologically, a DBR-based (DBR: Design Based Research) procedure of concept development and multiple reflexive-based concept evaluation with subsequent concept revision was chosen and tested. The results: It has been possible to close an essential gap that has so far prevented the increased adoption of PBL-based forms of learning: Their poor assessability. The system of rating in COMET works with a reliability of more then 80% between two raters. At the same time, however, it is also apparent that COMET, by revealing the actual potential of a study programme to have a competence-promoting effect, initiate the necessary discussion on the part of lecturers.
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Dreher, R. (2023). PBL-Oriented Teaching as a Necessity - Implementation of the COMET Competence Measurement Procedure for Recording Individual Competence Development. In: Auer, M.E., Pachatz, W., Rüütmann, T. (eds) Learning in the Age of Digital and Green Transition. ICL 2022. Lecture Notes in Networks and Systems, vol 634. Springer, Cham. https://doi.org/10.1007/978-3-031-26190-9_1
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