Complex Skills Development through Digital Qualification

Assessment: Survey Study for European and Oriental Languages

Programs

Rusudan Makhachashvili

, Ivan Semenist

and Anna Bakhtina

Borys Grinchenko Kyiv University, Bulvarno-Kudryavska-st., 18/2, Kyiv, Ukraine

Keywords: ICT Tools and Practices, Complex Skills, Digital Literacy, Blended Learning, Final Qualification

Assessment, Survey Study, European Languages, Oriental Languages.

Abstract: The workflow of the university summative assessment process was significantly disrupted in the year 2020

by the global pandemic and quarantine measures. Qualification assessment for university Foreign Languages

programs, as a complex framework procedure (exams, final project presentation, review, appeal), was fully

transformed into the digital format. The study discloses the context and models of the transformation of

complex skillsets, necessary for the COVID-19 emergency education measures. The study is based on the

identification of various complex competency principles, derivative of 21st-century skills for university

education stakeholders, and projected digital literacy requirements. Correspondence between the 21st-century

skills framework, Competences 2020 framework, and Global Skills 2025 framework is estimated through the

revised Bloom’s taxonomy of educational goals. The study objective is to analyse the case of complex skills

application for Digital Final Qualification Assessment at Borys Grinchenko Kyiv University, Ukraine

(European and Oriental Languages programs), conducted in the timeframe of the first-wave 2020 quarantine.

The inquiry results disclose and measure the efficiency of complex soft skills and corresponding digital skills,

necessary for a successful Final qualification assessment procedure.

1 INTRODUCTION

The global pandemic and subsequent quarantine

measures and restrictions have posed an array of

challenges to the structure and procedure of

university summative assessment process.

Qualification assessment for Foreign Languages

major programs in particular is a strict regimen

process that involves different stages requiring

activation of an array of individual complex skills and

complex framework skillsets.

According to the comprehensive estimations of

the study of transformative trends in society,

networking and education in the framework of the

COVID-19 pandemic (Makhachashvili, Semenist, et

al, 2020), the educational sphere is faced with the

need to disclose the following overarching research

questions: a) how adaptation of the existent

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educational scenarios to digital, remote and blended

formats is possible; b) how activation of

comprehensive complex skillsets, otherwise latent or

underutilized in the educational process is possible; c)

how ICT competence and digital literacy of all

participants of the educational process is enhanced in

the lockdown framework.

This investigation aims to identify various

groups of complex digital skills and communication

practices, activated by qualification assessment

complex activities for all participants (students,

faculty, referees).The primary vehicle to attain the

inquiry objective is the review of the applied case and

best practices of Borys Grinchenko Kyiv University

Digital Final Qualification Assessment for students of

European (Spanish, French, Italian, English) and

Oriental (Mandarin Chinese, Japanese) Languages

major programs, employed in the year 2020 due to

quarantine measures. The survey and efficiency

Makhachashvili, R., Semenist, I. and Bakhtina, A.

Complex Skills Development through Digital Qualiﬁcation Assessment: Survey Study for European and Oriental Languages Programs.

DOI: 10.5220/0010457800700077

In Proceedings of the 6th International Conference on Complexity, Future Information Systems and Risk (COMPLEXIS 2021), pages 70-77

ISBN: 978-989-758-505-0

evaluation of different ICT tools is used to assess the

translation of complex real-life qualification

assessment procedures into online blended format.

The study theoretical premise is based on the

range of related works on various complex

competency principles, derivative of 21

century

skills (Abbot 2013; Dos Reis 2015; Morze et al, 2016)

for university staff members and projected digital

literacy requirements.

A complex skill is generally understood as a skill

requiring to process lots of information and make lots

of decisions simultaneously (Wulf, 2002). A

comprehensive correspondence between 21

century

skills framework, Competences 2020 framework and

the newly introduced Global Skills 2025 framework

(WEF, 2020) has been devised by the authorial team

in terms of a vaster institutional inquiry

(Makhachashvili, Semenist, et al, 2020) - Table 1:

Table 1: 21st Century Complex Skills Frameworks

Correspondence.

CENTURY

SKILLS

COMPETENCES

2020

GLOBAL

SKILLS 2025

Critical thinking Complex problem

solving

Critical thinking

Argumentation and

decision making

Critical thinking

and analysis

Learning and

innovation

Flexibility and

adaptability

ICT-literacy

Cognitive flexibility

Creativity

Creativity,

originality and

initiative

Active learning

and learning

strategies

Communication

Collaboration

Integration

Negotiation

Teamwork

Leadership and

social influence

Coordination

and time

management

Initiative and drive Human resources

management

Attention to

detail,

trustworthiness

Self-

management

Social skills Emotional intellect

Emotional

intelligence

Coordination

and time

management

Reasoning and

ideation

In the educational process management, the most

commonly applied framework of educational goals

structure and subsequent skills acquisition is the

Bloom’s taxonomy (Bloom, 1956; Anderson, 2001) –

Remembering, Understanding, Application, Analysis,

Evaluation, Creation. The taxonomy elements can be

distributed on a scale of Lower Order Thinking Skills

(LOTS) and Higher Order Thinking Skills (Evans

2020) in the following way (Figure 1):

Figure 1: Bloom’s Taxonomy Order of Thinking Skills

Structure.

Subsequently, in order to discover a

comprehensive way of assorted 21

century skills

allocation within the complex educational process

and separate educational procedures, according to this

study estimations, it is possible to refer the critical

complex skills to various tiers of the educational

goals taxonomy (Figure 2):

Figure 2: Bloom’s taxonomy and 21

century complex

skills correlation scheme.

As evident from the scheme above, the nature of

core skills (social skills, emotional intellect,

collaboration, communication, ICT-literacy),

necessary for educational goals achievement, is

communicative.

For the purposes of this study, in lieu of the

COVID-19 digital transformations, imposed on the

educational process in the area of Foreign languages

acquisition, a unified framework of correspondence

between the components of a crucial communicative

competence (Hymes, 1972), comprising of a complex

Complex Skills Development through Digital Qualiﬁcation Assessment: Survey Study for European and Oriental Languages Programs

skillset, and various aspects of ICT competence

(comprising of a complex skillset) in Liberal Arts

(Ecompetences, 2020), utilized in the educational

process, has been elaborated (Figure 3):

Figure 3: Correspondence Between Communicative

Competence and ICT Competence in Liberal Arts.

The following study aims to identify, among other

parameters, challenges for actual and underdeveloped

complex skills (hard, technical and soft), that

participants of the educational process encountered

through Final Qualification Assessment in programs

of European and Oriental Languages.

2 FINDINGS

2.1 Comprehensive Profile of Final

Qualification Assessment for

Foreign Languages Programs as

Complex Framework Activity

Qualification assessment for Foreign Languages

major programs is profiled as a mandatory

educational scenario that involves different stages

(oral and written exams, final project viva, internal

and external review) and is carried out as a complex

uniform framework.

According to the Law of Ukraine "On Higher

Education" (Zakon, 2019), qualification assessment

is the establishment in compliance of learning

outcomes (scientific or creative work) of higher

education students with the requirements of the

educational (scientific, educational and creative)

program and / or the single state qualifying exam.

The form of final qualification assessment of

students is defined by the state standards of education

and is reflected in the curricula of the Free Economic

Zone. Usually state final qualification has a two-tier

structure: 1) State exam; 2) Defence (viva) of

qualification (bachelor's or master’s) paper.

State standards of education provide for the

existence and observance of rules and requirements

for the procedure of state qualification assessment. In

addition, the defence of the qualification paper or

project contains propaedeutic procedures designed to

obtain the basis for admission of students to the

defence (Zakon, 2019).

In the context of this study it is suggested, that the

complex structure of Final Qualification Assessment

regimen of activities, tasks and communication can

be profiled into the following mandatory

components:

1) Pre-assessment regimen;

2) Assessment process regimen;

3) Post-assessment regimen.

The law mandated regimen of the Final

Qualification Assessment would habitually comprise

of a state examination and presentation of qualifying

projects at a meeting of the State Examination

Committee (SEC). The prerequisite of the

Qualification Assessment is documented feedback on

the work of the graduate form a supervisor and at least

one external review by a scholar from the teaching

staff, who works in the institutions of the Free

Economic Zone and is a specialist in the subject of the

diploma. The defence procedure consists of a 5-8

minutes’ presentation by the probate graduate and

questions. The procedure is open and accessible to the

public. The results are discussed by SEC right after

and announced to the graduates. The open appeal of

the Final Qualification Assessment results can be

filed immediately.

Through the COVID-19 pandemic lockdown

timeframe all elements of the Final Qualification

Assessment at Borys Grinchenko Kyiv University for

European and Oriental Languages programs have

been relegated to the digital, remote or blended

format with the use of ICT tools.

The qualification assessment regimen was

adapted through the first iteration (May-June 2020)

to digital format as a framework (a legal procedure

that results in the degree confirmation of a student),

the string of consecutive activities according to the

legal procedure described in the profile above, the

"ritual" scenario - an uplifting and sombre experience

for the students (Makhachashvili, Semenist, et al,

2020). In this study the Qualification Assessment for

foreign languages at Borys Grinchenko Kyiv

University transference model to digital format in the

form of a comprehensive is revised to accommodate

the complex framework structure (Figure 4):

COMPLEXIS 2021 - 6th International Conference on Complexity, Future Information Systems and Risk

Figure 4: Frame of Final Qualification assessment

comprehensive transformation into digital communicative

format.

According to the model above, a set of digital

equivalent communication activities is attributed to

each component of the Final Qualification

Assessment framework: 1) Pre-assessment regimen

(video-conferencing, chat communication, cloud-

based services, file-sharing services, social media);

2) Assessment regimen (video-conferencing, chat

communication, cloud-based services, mobile apps,

digital testing engines, speech to text conversion,

social media); 3) Post-assessment regimen (video-

conferencing, chat communication, cloud-based

services, social media).

According to our observations, based on the case

study of Borys Grinchenko Kyiv University, the

conversion of Final Qualification Assessment for

Foreign Languages programs into the digital format

as a complex framework educational scenario is

subject to the educational goals taxonomy 2.0

(Churches 2008) structuring in terms of activities,

employed on each stage of the procedure and ICT

tools utilized (Figure 5):

Figure 5: Final Qualification Assessment Complex

Framework, educational goals taxonomy and sample ICT

tools correlation.

As is evident from the model devised, Digital

Final Qualification Pre-assessment regimen

corresponds to the activation of low to medium order

complex skills by all participants of the

(understanding, remembering, application), whereas

assessment regimen proper and post-assessment

activities in the digital format corresponds to the

activation of the high order complex skills (analysis,

evaluation, creativity) via utilization of more

sophisticated ICT tools and digital communicative

practices.

2.2 Complex Skills for Digital Final

Qualification Assessment in the

Framework of COVID-19: Survey

Study

2.2.1 Survey Overview: Instrument and

Sample

The study implements the mixed method approach

(Almalki 2016) – a proportional arrangement

of quantitative and qualitative inquiry used to

assess in-depth aspects of Final Qualification

Assessment complex transformation into digital

format.

A survey was conducted among the participants

of the Final Qualification Assessment at Borys

Grinchenko Kyiv University foreign language

programmes (Spanish, French, Italian, English,

Mandarin Chinese, Japanese major) in order to

evaluate the efficiency of qualification assessment

transfer into digital format via various ICT tools

employed and assorted complex soft and hard

skills activation. The survey structure was informed

by the Final Qualification Assessment activity

profile.

The following stakeholders of the digital Final

Qualification Assessment were included into the

survey as respondents: Students of senior year of

bachelor’s programme (53,4%); Assessment board

members (15,5%); Faculty members (who took part

in digital qualification assessment preparation and

conduct) (20,7%); Bachelor project referees and

supervisors (8,6%).

59 respondents total of all groups took part in the

survey. The sample is exhaustively limited to the

number of Bachelor level graduates in the Foreign

Languages programs studied. The choice of

respondent groups corresponded to the variation or

similarity of tasks, performed through Final

Qualification Assessment and, subsequently, the

variation and similarity of ICT tools used.

Complex Skills Development through Digital Qualiﬁcation Assessment: Survey Study for European and Oriental Languages Programs

The respondents in all groups were affiliated

with the European and Oriental foreign language

Bachelor’s programmes in proportional distribution:

Spanish major programme - 32,8%, Japanese major

programme - 19%, Mandarin Chinese major

programme - 22,4%, French major programme -

15,5%, Italian major programme - 15,5%, English

major programme - 8,6%.

2.2.2 Complex Activities and Complex Skills

in Digital Final Qualification

Assessment for European and

Oriental Languages Programs

The elaborated model of Final Qualification

assessment complex transformation into digital

communicative format allowed the respondents to

identify the following most prominent activities,

derivative of the Final Qualification Assessment

framework profile, requiring the arrangement of

complex skills across all ICT tools used throughout

the digital qualification assessment process.

Previous qualitative assessment (Makhachashvili,

Semenist, et al, 2020) allowed to single out such

complex multi-domain activities: Communication

(synchronous); Communication (asynchronous);

Collaboration; Information/file sharing; Summative

assessment; Formative assessment; Peer review;

Presentation; Speech quality assessment;

Brainstorming.

Respondents from European languages programs

identify Information sharing as an overwhelmingly

prominent complex activity (59,1% of respondents)

across all ICT tools used for Final Qualification

Assessment (Figure 6).

Figure 6: Activities prominent for ICT tools in Finale

Qualification Assessment. European languages program.

For respondents of Oriental languages programs

Speech quality assessment features equally

prominent to Information sharing (28,6% of

respondents) across identified ICT tools (Figure 7):

Figure 7: Activities prominent for ICT tools in Finale

Qualification Assessment. Oriental languages program.

This correspondence in evaluation of complex

activities is interpreted as being due to the phonetical

and tonal features of Mandarin Chinese and Japanese

languages being essential to meaning comprehension

and decoding, which is hard to recreate and evaluate

in a digital communicative environment.

Information sharing and presentation are

considered dominant complex activities for such types

of digital tools as email, Google services, Microsoft

Office Toolkit. Synchronous and asynchronous

communication, and collaboration are scored propor-

tionally among email services, learning management

systems and various video conference services.

The tools that feature summative assessment as a

prominent complex activity are Google forms and

LMS Moodle. Formative assessment as a type of

activity features but does not dominate evaluation of

ICT tools used qualification assessment process.

Digital literacy as a complex skill, activated via

different educational activities has been identified in

the survey. Digital literacy is understood primarily as

the ability to use information and communication

technologies to find, evaluate, create, and

communicate information, requiring both cognitive

and technical skills (DQ Report, 2019).

Advanced digital literacy as the requirement for

qualification assessment ICT tools efficiency is

attributed to such instruments as learning

management systems, Microsoft Office Toolkit and

social media platforms. Intermediate digital literacy

is required predominantly for such instruments as

Microsoft Office Toolkit, screen sharing interface,

online randomizer, automated testing system,

learning management system. Elementary digital

literacy level is assessed as dominant for such tools

as email, google disc, video conferencing, speech to

text interfaces and social media platforms.

Previous qualitative assessment (Makhachashvili,

Semenist, et al, 2020) allowed to single out such

complex skills and competences, activated by ICT

tools for the digital qualification assessment, drawn

COMPLEXIS 2021 - 6th International Conference on Complexity, Future Information Systems and Risk

from various relevant 21

century skills frameworks

have been identified: Communication; Collaboration;

Team work; Digital literacy; Emotional intellect;

Interdisciplinary skills; Critical thinking; Leadership;

Flexibility and Adaptability; Decision making;

Learning and Innovation skills.

Complex soft skills are prioritized differently by

participants of digital Qualification assessment of the

European languages program (Figure 8) and Oriental

languages program (Figure 9):

Figure 8: Soft skills for ICT/digital tools in digital

qualification assessment process for European languages

program. Sample evaluation card.

Figure 9: Soft skills for ICT/digital tools in digital

qualification assessment process for European languages

program. Sample evaluation card.

European languages programs stakeholders

identify Communication, Collaboration, Decision

making, Emotional intellect and Digital literacy (in

descending order of scores) as significant complex

skills for Final Qualification Assessment digital

transformation. Stakeholders of Oriental Languages

programs prioritize Communication, Collaboration,

Team Work and Flexibility to attain efficiency of

Final Qualification Assessment digital

transformation.

Communication and collaboration are the

common complex skills across all types of Foreign

Languages programs that rank as a type of skills most

widely applied for the use of such ICT tools as email,

Google services, video conferencing services and

social Media platforms. Communication as a skill is

ranked highest among respondents of the European

languages program.

Team work is scored second most prominent

complex skill employed via the use of Google Disk,

learning management systems and video

conferencing services. Team work and flexibility

feature as top 5 priority skills among respondents of

the Oriental languages program.

Learning and Innovation complex skills are

attributed to the use of such ICT tools as a Learning

Management Systems (ranking second after

interdisciplinary skills), Automated Testing Systems

(offline, online and cloud based), Android apps and

Microsoft Office tools.

Creativity as a skill ranks 3rd in the use of Google

services and ranks 1st in the use of Microsoft Office

Tools.

2.2.3 Final Qualification Assessment Digital

Tools Efficiency Ranking According to

Complex Activities Performed

The method of Customer Satisfaction Evaluation

Ranking (Dos Reis 2017; Morze et al 2016), was

applied to the identified Final Qualification

Assessment ICT tools to measure the efficiency of

each ICT tool per each core activity in the structure

of a complex educational scenario.

ICT tools have been divided into 4 groups

according to types and relevance within the model of

complex Final Qualification Assessment digital

transformation: 1) Google cloud services (Google

Suite); 2) Video conferencing services (Video-

conferencing Services) 3) Learning management

systems (Learning Management Systems and Tools);

4) Microsoft Office Tools (MS Office Suite).

The efficiency rating was customized in this study

to assess the complex activities, carried out by

implementation of assorted complex skills, scored

separately for each type of ICT tool for Final

Qualification Assessment (Communication

(synchronous); Communication (asynchronous);

Collaboration; Information/file sharing; Summative

assessment; Formative assessment; Peer review;

Presentation; Speech quality assessment;

Brainstorming). Each activity importance was ranked

according to the 5-Point Likert Scale (1 = least

prominent for the use of a tool type, 5 = maximum

prominent for the use of a tool type) for the selected

ICT tools type.

The efficiency rating (ER) for each type of ICT

tools was calculated via a 3 step algorithm:

RC = ∑(p)/(N(r) × 5) (1)

(1) Rating Coefficient calculation. Legend: RC -

is a Rating Coefficient of an ICT tools type; ∑ (p) - is

Complex Skills Development through Digital Qualiﬁcation Assessment: Survey Study for European and Oriental Languages Programs

the sum of points per each activity, carried out via an

ICT tool type; N(r) - is the number of respondents,

that have assessed the ICT tool type efficiency; 5 - is

the number of points maximum per each activity

rating.

SR = ∑(p) × RC (2)

(2) Summative rating (SR) of each activity per

ICT tool calculation. Legend: SR - is the Summative

Rating of each activity per ICT tool; ∑(p) - is the sum

of points per activity, carried out via an ICT tool type;

RC - is the Rating Coefficient of an ICT tool type.

ER= ∑(SR)/N(a) (3)

(3) Total Efficiency Rating (ER) of a type of ICT

tools assessed calculation. Legend: ER - is the Total

Efficiency Rating of a type of ICT tools assessed;

∑(SR) - is the sum total of summative ratings per each

activity, carried out via an ICT tool type; N(a) - is the

number of activities evaluated for the ICT tool type.

Complex activities scoring the highest summative

rating (SR), realized effectively per each type of ICT

tools assessed, are as follows: Tool Type 1 (Google

Suite) - Communication (synchronous) (SR=9,72),

Information/file sharing (SR=9,72), Summative

assessment (SR= 9,54), Presentation (SR=9,54); Tool

Type 2 (Video-conferencing Services) -

Communication (synchronous) (SR=9,54),

Collaboration (SR=9,54), Speech quality assessment

(SR=9,54); Tool Type 3 (Learning Management

Systems and Tools) - Communication (synchronous)

/ Communication (asynchronous) (SR=8,84),

Brainstorming / Formative assessment (SR=8,67);

Tool Type 4 (MS Office Suite) - Communication

(synchronous)/ Collaboration (SR=72). The

Summative ranking score of 9,54 for every other

activity realized by the ICT tool type.

Video conferencing services (Google Meet,

Zoom, Webex, MS Teams, Adobe Connect) score the

highest efficiency ranking for synchronous

communication (62.5% for top score 5), but get a

surprising ratio of lowest score as well (18,9% for

lowest score 1). Learning management systems

(29,8% for top score 1) and Google services (25%)

get a proportional highest score 5 for efficiency in

Synchronous communication in the framework of

Final Qualification assessment across European and

oriental languages programs.

The sample ranking testifies to the following

conclusions: 1) the use of ICT for complex

transference of Final Qualification assessment into

digital mode for foreign languages programs is

specific to this type of complex educational scenario

and may not be encountered outside of this activity

framework; 2) digital literacy as a complex skillset,

featured by participants of Final Qualification

assessment for foreign languages programs is

customized to accommodate the range of professional

competencies and communicative activities specific

to linguistic education.

3 CONCLUSIONS

Procedures and scenarios of the Final Qualification

Assessment for foreign languages at Borys

Grinchenko Kyiv University comprise a complex

comprehensive framework, facilitating its

transference to digital format with the use of various

of ICT tools through the COVID-19 pandemic

adjustments. The elaborated model of Final

Qualification Assessment complex transformation

into digital format can be applied to programs outside

of Liberal Arts (STEM, Engineering, Computer

Science etc.), with the appropriate adjustments of

communicative activities used to activate

corresponding professional competences of the

stakeholders.

The need to fulfil framework activities in digital

format incited the heretofore underutilized complex

skills in various combinations (communication,

collaboration, team-work) within the scenario of

digital Final Qualification Assessment. These results

corroborate the correspondence between

communicative competence and complex ICT

competence components, adapted for Liberal Arts.

The components of ICT competence, crucial to fulfil

the complex communicative and collaborative

activities of Final Qualification Assessment in digital

format are: participation in group ICT initiatives,

creating e-learning tasks, systemic use of ICT,

presentation to the community the results of one’s

research, assisted by ICT.

The following recommendations can be devised

to accommodate the needs of complex educational

scenarios adaptation into digital format for Foreign

Languages university programs: 1) digital literacy

improvement for all participants, customized for all

elements of complex educational procedures

separately; 2) systematization of “soft”

(communicative, psychological, cultural) challenges,

corresponding to complex educational frameworks

overall and to individual educational scenarios, to

enhance application of relevant complex skills

(collaboration and networking via digital media in the

lockdown framework; Critical thinking and decision

making; Learning and innovation (professional

activity outside of the comfort zone).

COMPLEXIS 2021 - 6th International Conference on Complexity, Future Information Systems and Risk

The study limitations are derivative of the narrow

window of benchmarking period for one case study

of Final Qualification Assessment session in the

COVID-19 timeframe. The survey methodology can

be further refined to accommodate assessment of

complex skills adaptability for separate groups of

educational process participants (students of foreign

languages programs, Assessment board members,

staff members, reviewers) according to roles and

tasks performed in the complex framework, as well as

according to age and entry digital literacy level (the

distinction in efficiency assessment among digital

natives and digital immigrants). The perspective of

the study is in comparative diagnostics of digital

qualification assessment complex experiences of

students and faculty members of Asian (Oriental)

countries and countries of Europe.

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