| Initiating | Developing | Performing | |
|---|---|---|---|
| What | EE skills Identified but none explicitly/consistently assessed | Identified but only a small subset (1 or 2) are explicitly/consistently assessed (e.g. Teamwork) | Identified, broader subset is explicitly/consistently assessed |
| When | Essentially summative, no opportunities for relearn or reassessment | Formative (few control points and opportunities to review and relearn) | Baseline, formative and summative assessment fully integrated (several control points) |
| Where | Tied to specific assignments, projects. | Embedded only in some curricular areas (patchy) | Embedded across the curriculum and in all major assignments/projects |
| How | Largely and solely based on teacher observation (no tools) | A limited suite of methods is used (eg. rubrics, checklists) | A combination of methods is used according to task, context and student needs. (eg. Teacher observation, learning logs, portfolios, rubrics) |
| Who | Teacher-assessment | Combines teacher- and self-assessment | Incorporates views of multiple actors (Teacher, self, peer, external stakeholder-assessment) |
| Why | Aim of assessment activity is to ‘tick the box’ and comply with externally imposed demands. | Aim of assessment activity is to improve student learning | Aim is to capture and analyse data and evidence to fine-tune Teaching and Assessment practices |
THE ENTREASSESS PROGRESSION MODEL OF ENTREPRENEURIAL ASSESSMENT
