ISBN:
9789400747258
Language:
English
Pages:
Online-Ressource (XVII, 169 p. 65 illus, digital)
Series Statement:
Technical and Vocational Education and Training: Issues, Concerns and Prospects 16
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Buchausg. u.d.T.
Keywords:
Educational tests and measurements
;
Education
;
Education
;
Educational tests and measurements
;
Berufsbildung
;
Evaluation
Abstract:
The transferability of vocational education and training qualifications across international borders is a live issue in this heterogeneous field. Key to this goal is defining a common methodology for measuring vocational competences. This publication sets out a proposal for just that, based on the results of a pilot project known as COMET on competence diagnostics in the field of electrical engineering. The study deploys longitudinal analysis to explore issues of competence development, the development of vocational identity, and occupational commitment. It focuses on two discrete occupational profiles in electrical engineering in an ambitious test of a model currently applied to other professions as well. The models success in its first phase is detailed in the second part of the volume, where the authors show that the transfer of the competence framework into an empirical model was successful. They also demonstrate that the methodology can be applied to designing and evaluating vocational education and training processes, making the material relevant to VET teachers and trainers as well as academics. With its first section comprising a full description of the theoretical framework, this book is a significant step forward in an urgent task facing administrations, labor forces and employers around the world. The achievement is in proportion to the notorious complexities of a field whose diversity makes tough demands on large-scale methods of assessment.
Description / Table of Contents:
Competence Development and Assessment in TVET (COMET); Foreword by Book Series Editor; Preface; Contents; Introduction: Competence Diagnostics in Vocational Education - What For?; References; Chapter 1: Measuring Professional Competence; 1.1 Vocational Education and Training: A Challenge for Competence Diagnostics; 1.2 Examination and Competence Assessment: Two Distinct and Complementing Types of Evaluating Professional Competence Development; 1.3 Professional Competence: A Conceptual Clarification; 1.4 Professional Creativity as a Topic of Competence Diagnostics
Description / Table of Contents:
1.5 Potentials and Limits of Competence Measurement1.5.1 Implicit (Tacit) Professional Knowledge; 1.5.2 Professional Action Competence (Professional Aptitude); 1.5.3 The "Increment of Learning"; 1.5.4 Manual Skill; 1.5.5 Social Competences; 1.5.6 Skills That Are Expressed in the Interactive Course of Work; References; Chapter 2: Foundations of a Competence Model; 2.1 Professional Knowledge; 2.2 The Training Objective: Professional Aptitude, Acting Competence, and Shaping Competence; 2.3 Professional Competence Development; 2.4 Professional Identity and Occupational Commitment; References
Description / Table of Contents:
Chapter 3: The COMET Competence Model: Foundations for the Study of Professional Competence and Identity3.1 Competence Models; 3.2 Conceptual Clarifications; 3.3 The COMET Competence Model; 3.3.1 The Levels of Professional Competence (Requirement Dimension); 3.3.2 The Content Dimension; 3.3.3 The Criteria of Holistic Problem Solving as Competence Criteria; 3.3.4 The Action Dimension; 3.4 Measuring Commitment, Professional Identity, and Context Data; References; Chapter 4: Test Development and Design of the Study; 4.1 Development and Selection of the Test Tasks; 4.1.1 Development of Test Tasks
Description / Table of Contents:
4.1.2 Pretest4.1.3 Selection of Test Tasks for the Main Survey; 4.2 Development of the Questionnaire for the Context Data; 4.2.1 Personal Characteristics; 4.2.2 Characteristics of In-Company Training; 4.2.3 Characteristics of the Vocational Schools; 4.3 Development of the Commitment Scale; 4.4 Development of the Assessment Sheet and Operationalization of the Assessment Criteria; 4.5 Design of the Large-Scale Survey; References; Chapter 5: Test Instruments and Implementation of the COMET Study; 5.1 Instruments at the First Test Date; 5.1.1 Open Test Tasks; 5.1.2 The Context Questionnaire
Description / Table of Contents:
5.2 Extension of the Test Methodology for the Second Test Date5.2.1 Application of a Non-verbal Test for the Assessment of Basic Cognitive Abilities; 5.2.2 Measuring Test Motivation: Survey of Trainees and Test Supervisors; 5.2.3 Rater Survey on the Weighting of Competence Criteria; 5.3 Participants of the Test Dates; 5.3.1 First Test Date (2008); 5.3.2 Second Test Date (2009) and Extension of the Study by Additional Test Dates; 5.4 The Training Enterprise as an Alternative Test Location; 5.5 Analysis of the Test Results; Reference; Chapter 6: Results 2008: The Survey Population
Description / Table of Contents:
6.1 Selection of the Sample and Survey of the Context Data
Note:
Description based upon print version of record
DOI:
10.1007/978-94-007-4725-8
URL:
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