1. The link to the questionnaire will be send out to all students both at the beginning and the end of the course. This way, we (and the students) will be able to track their progress in both cognitive and non-cognitive skills in regard to entrepreneurship.
2. The teacher introduces the students to the self-assesment questionnaires and give time during the lesson to the students to fill it out: here https://forms.office.com/Pages/ResponsePage.aspx?id=l4kz1kohkk-6dQOX8QqEzCwwec24nPZDoDOviqFzIKVUQVBIREJTWDNDWDNQTlpXU1NFN0JLSTZKRy4u
3. Filling out the self-assessment questionnaires and using the tool at both at the beginning and at the end of the course, gives the teacher a digital tool to collect the answers. The tool auto-generates a report, that can be used to quickly get a sense of the students learning outcome and evaluation.
4. This report could be beneficial for the teacher in regard to improve the teaching when knowing the individual entrepreneurial level of the students.
5. The report can also be used by the teacher to start a dialogue and meta-communicate with the students about their entrepreneurial learning journey.
6. This report can also give data to the educational institution of the entrepreneurial learning of the students in the different courses and for researcher within entrepreneurship.
The fact that the lesson or course was digital, does not change the overall assessment of learning
of cognitive or non-cognitive entrepreneurial skills. However, we’ve also added a few more
questions, to assess if the digital learning had a positive or negative impact.
The self-assessment questionnaire contains questions inspired by the self-evaluation works of
Moberg, S.K. (2015) and Wick et al. (2016) in the fields of Innovation and Entrepreneurship. The
questions have been modified to fit into a digital context and a digital tool (in this case, Microsoft