Lars Heinemann Lars Heinemann Competence Measurement and Learning – Findings of the Project 'KOMET' INAP Conference Beijing, May 27 th 2011
Jan 03, 2016
Lars Heinemann
Lars Heinemann
Competence Measurement and Learning – Findings of the Project 'KOMET'
INAP Conference Beijing, May 27th 2011
Lars Heinemann
1. Is it possible to measure vocational competences?
2. Is it possible to establish a competence model, that is acceptable on an international level?
3. Is it possible to measure occupational commitment in this context?
4. How relevant are the findings for trainees, teachersand colleges?
Key questions:
Lars Heinemann
5. Is it possible to use the concept as a didactical concept for improving teaching and training?
6. Colleagues in China wanted to know how effective their concept of alternating duality works in comparison to the concept of integrated dualism (Germany).
7. What are the factors influencing the development of competence?
8. Would the psychometrical validation of the concept be successful?
Key questions:
5. Is it possible to use the concept as a didactical conceptfor improving teaching and training?
6. What are the factors influencing the development of competence?
7. Would the psychometrical validation of the conceptbe successful?
Lars Heinemann
Competence is a cognitive disposition to perform in a specific way in a specific context, since areas of competence can, to a certain extent, be generalised by extension to similar situations.
Competence is a cognitive disposition to perform in a specific way in a specific context, since areas of competence can, to a certain extent, be generalised by extension to similar situations.
(Klieme)
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central ideas and goals of vocational education
model of competence
and measurement
test tasks
learning tasks
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Criteria of holistic problem solving in vocational tasks
orientation on business and work process
vocational tasks
functionalityclearness/
presentation
efficiency/ effectiveness
sustainabilityenvironmental responsibility
social responsibility
creativity
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Holistic Shaping Competence
ProcessualCompetence
FunctionalCompetence
Criteria
EfficiencyEffectiveness
Sustainability/Use Value
SocialResponsibility
EnvironmentalResponsibility
Creativity of theSolution
FunctionalityClearness/
Presentation
Levels
Orientation on Work and Busi-ness Processes
Competence Model
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content dimension(areas of learning)
dimension of action(complete work and learning action)
demand dimension(level of competence)
basic / nominal competence
functional competence
processual competence
holistic designing competence
repetition application transfer
controlling
conducting
deciding
planning
informing
assessing
The Three Dimensions of the KOMET Competence Model
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The concept of open test tasks
The training regulations for electronic technicians point to …..
- developed (offered)- well founded Variety of solutions/
- appraised / assessed Various ways of problem solving
…considering
}
- technical/functional- economic rating criteria- ecologic- consumer oriented }
The expert work (as well as training regulations) e.g. for electronic technicians point to …
- developed (offered)- well founded Variety of solutions/
- appraised / assessed Various ways of problem solving
…considering
}
- technical/functional- economic rating criteria- ecologic- consumer oriented }
Test tasks have to be open in order to allow a variety of solutions, which – in turn – have to be rated according to the criteria defined in the KOMET Competence Model
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The KOMET Rating Scheme: criteria 2: Functionality
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Competence Levels Hessen 2009 Electricians Industry 2nd and 3rd Year
n = 304 (2nd y: n = 122; 3rd y: n = 182)
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Percentiles occupational competence in electro-technology according to occupational profile (Hessen 2008 und 2009)
5 10 15 20 25 30 35 40
Crafts 2009 (n=122)
Crafts 2008(n=114)
Industry 2009(n=310)
MW
26
18
18
10% 25% 75% 90%
10% 25% 75% 90%
10% 25% 75% 90%MW
MW
MW
10% 25% 75% 90%MW
Industry 2008(n=253)
26
Overall Score
Lars HeinemannOverall Score
Percentiles occupational competence according to VET school Hessen 2009
MW
5 10 15 20 25 30 35 40
S 6 (n=21)
18
S 5 (n=50)
24
S 4 (n=69)
25
S 2 (n=111)
27
S 1 (n=120)
24
S 3 (n=61)
17
10% 25% 75% 90%MW
45
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Overall Score
Percentiles occupational competenceaccording to class (2009)
MW
5 10 15 20 25 30 35 40
Overall (n=432)
Class 2 (n=20)
32
24
Class 5 (n=28)
28
24
Class 17 (n=21)
23
Class 19 (n=20)
19
Class 25 (n=31)
18
Class 6 (n=21)
22
10% 25% 75% 90%MW
45
Class 22 (n=23)
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Top-10-percentilecompetence profile
Bottom-10-percentilecompetence profile
Average competenceprofile
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Differenzierung der Kompetenzprofile nach dem GPW (Gesamtpunktwert) sowie der Varianz:
a) b)
c) d)
Varianz
GPW
niedrig hoch
nie
drig
ho
ch
GPW=33,1 V=0,21 GPW=34 V=0,35
V=0,22 GPW=23,4 V=0,46 GPW=22,6
low variance high
low
high
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Competence Levelsn = 186 (Electronics Industry 3. Year); n = 65 (Technical colleges)
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Overall Score
Percentiles occupational competence technical colleges (Hessen 2009)
5 10 15 20 25 30 35 40
Total(n=66)
School A2(n=16)
School A1(n=14)
Mean
20
27
23
10% 25% 75% 90%MWSchool B (n=35)
27
40 45