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Evaluation of "Learning-to-learn" metacompetency using active learning and authentic assessment tools

The paper provides findings on development and evaluation of “,learning-to-learn”, metacompetency drawn from recent analyses of more than 20 years implementation of Interdisciplinary Thematic Curriculum for gifted students in the Baku European Lyceum (Azerbaijan). The objectives includes: 1) key analyses of the role of active learning methods and the authentic assessment approach in evaluation of metacompetencies, 2) practice sample of using the tools of active learning and authentic assessment in evaluation of “,learning-to-learn”, metacompetency.In the modern education active learning and formative assessment methods acquire the special importance in connection with the need to develop and evaluate metacompetencies as part of the 21st century competencies. Authentic assessment approach as a form of performance-based formative assessment engages the students to perform real world tasks that demonstrate meaningful application of essential knowledge and skills reflected and to fashion performance effectively and creatively. Active learning as well as authentic assessment methods (reflection, feedback, graphic organizers, writing samples, portfolios, self-assessment) shifts the learning process from the acquisition of knowledge to the guidance the students toward the development of their own “,learning-to-learn”,skills (referred to “,metacognitive”, strategies) and help in assessing their own progress.Key words: evaluation of “,learning-to-learn”, metacompetency, metacognition, active learning, authentic assessment tools

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