Many studies conducted in the past 30 years point to a significant contribution\nof extracurricular activities to the development of generic skills in children and\nyoung adults. At the same time, the connection between key competences related\nto lifelong learning, academic success, and personal development growth\naffected multiple student development theories. In order to meet the aim of education\npolicy of lifelong learning, with a particular aim of contributing to the\nacademic success and student employment, many universities are developing\nmodels of the assessment of extracurricular activities. Research about assessment\nof extracurricular activities at Croatian universities, conducted through\nfive half-day deliberative workshops with 102 students, brings forward their\nperspective and recommendations of assessment models. Research shows that\nstudents recognize the importance of devotion to extracurricular activities,\nand, in doing so, critically think about the types of activities and competences\nthat should be assessed. They assume that it is necessary to have a differentiated\nassessment of activities based on their connection with the field of study\nand based on the type of activity. As the most appropriate way of assessment,\nstudents suggest a model of activity track in the diploma supplement, but if the\nactivity is related to the curriculum, they would like to obtain an appropriate\nnumber of ECTS credits. There are conflicting opinions concerning assessments\nof students\u2019 activity in student governance bodies.<\/p>\n\n\n\n
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