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<p>This study explores how entrepreneurial competencies and mindsets evolve through structured experiential learning, using a multi-assessment model that combines psychometric measures (Entrepreneurial Mindset Profile), learner reflections (designed action sampling), and educator observations aligned with the EntreComp framework. Data were collected across three phases—pre-program, during-program, and post-program—through a mixed-methods design. Findings provide exploratory evidence of developmental progression in key competencies such as self-confidence, execution, initiative, and persistence. Learners’ trajectories moved from emotional awareness and self-regulation toward more strategic action and collaborative engagement. The study contributes to debates on entrepreneurship education by (1) conceptualizing entrepreneurial competencies as learnable, observable, and context-dependent; (2) operationalizing experiential learning as a catalyst for transformational development; (3) positioning assessment as an embedded pedagogical mechanism for real-time feedback and identity formation; and (4) leveraging real-time learning data to inform adaptive curriculum design.</p>

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Assessment as pedagogy: empowering entrepreneurial skill development through a multi-assessment model

  • 期刊论文

  • 发表日期：

    2025年10月9日

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  • Zeinab Hmama

摘要

This study explores how entrepreneurial competencies and mindsets evolve through structured experiential learning, using a multi-assessment model that combines psychometric measures (Entrepreneurial Mindset Profile), learner reflections (designed action sampling), and educator observations aligned with the EntreComp framework. Data were collected across three phases—pre-program, during-program, and post-program—through a mixed-methods design. Findings provide exploratory evidence of developmental progression in key competencies such as self-confidence, execution, initiative, and persistence. Learners’ trajectories moved from emotional awareness and self-regulation toward more strategic action and collaborative engagement. The study contributes to debates on entrepreneurship education by (1) conceptualizing entrepreneurial competencies as learnable, observable, and context-dependent; (2) operationalizing experiential learning as a catalyst for transformational development; (3) positioning assessment as an embedded pedagogical mechanism for real-time feedback and identity formation; and (4) leveraging real-time learning data to inform adaptive curriculum design.