Subject: Animal and dairy science
Year: 2025
Type: Conference or Workshop Item
Type: PeerReviewed
Title: Relationship between learning outcomes, competencies and formative and summative assessment of student learning in farm animals biosecurity courses
Author: Hristov, Slavča
Author: Stankovic, Branislav
Author: Nakov, Dimitar
Author: Prodanov Radulović, Jasna
Author: Kureljušić, Branislav
Author: Rađenović, Milica
Abstract: Constructive alignment (CA) that includes learning outcomes (LOs), competencies (COs), formative assessment (FA) and summative assessment (SA) of student learning is very important for the successful teaching by educators and the acquisition of student competencies. The paper aims to analyze relationships between LOs, COs, FA and SA of student learning in farm animals biosecurity (FAB) courses and their CA. Material and Methods The authors’ focus group analyzed 51 papers to identify issues related to the definition of LOs, COs, FA and SA related to FAB courses, and tables were created, illustrating relationships between LOs, COs, FA and SA for FAB courses. The FAB courses should equip students with the knowledge, skills, and attitudes to implement biosecurity in various farm settings. Three core competency groups are identified: generic (instrumental, interpersonal, systemic), 21st-century skills, and program-specific competencies. Students must develop a strong foundation in biosecurity principles, including risk analysis, disease transmission, and prevention. This enables them to conduct risk assessments and implement biosecurity measures effectively. Decision-making at strategic, tactical, and operational levels is essential for addressing evolving challenges. Biosecurity expertise also requires sociocultural awareness, communication, and problem-solving skills.Assessment should combine formative and summative approaches. Formative assessment provides feedback, while summative assessment evaluates final competency achievement. Traditional exams test theoretical knowledge, while practical assessments—such as risk analysis, case studies, and simulations—measure students’ ability to apply knowledge in real-world situations. The LOs define expected knowledge, skills, and attitudes, while COs ensure students develop expertise in biosecurity applications. Assessment methods verify the achievement of these COs. A competency-based approach should blend foundational knowledge with experiential learning and rigorous assessment methods, ensuring students are well-prepared for theoretical and practical biosecurity challenges, including policy implementation, risk assessment, fieldwork, emergency response, and stakeholder communication. Keywords: farm animal biosecurity, learning outcomes, competencies, assessment
Publisher:
Relation: https://eprints.ugd.edu.mk/36264/
Identifier: oai:eprints.ugd.edu.mk:36264
Identifier: https://eprints.ugd.edu.mk/36264/1/BETTER-2025-communications%20ID69.pdfIdentifier: https://eprints.ugd.edu.mk/36264/2/Poster%20Slavca%20WABA.pdfIdentifier: Hristov, Slavča and Stankovic, Branislav and Nakov, Dimitar and Prodanov Radulović, Jasna and Kureljušić, Branislav and Rađenović, Milica (2025) Relationship between learning outcomes, competencies and formative and summative assessment of student learning in farm animals biosecurity courses. In: The first conference on animal biosecurity, 5-6 June 2025, Barcelona, Spain.
