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Lars Heinemann Competence Measurement and Learning – Findings of the Project 'KOMET'

Lars Heinemann Competence Measurement and Learning – Findings of the Project 'KOMET' INAP Conference Beijing, May 27 th 2011. Key questions:. Is it possible to measure vocational competences? Is it possible to establish a competence model, that is acceptable on an international level?

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Lars Heinemann Competence Measurement and Learning – Findings of the Project 'KOMET'

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  1. Lars Heinemann Competence Measurement and Learning – Findings of the Project 'KOMET' INAP Conference Beijing, May 27th 2011

  2. Key questions: • Is it possible to measure vocational competences? • Is it possible to establish a competence model, that is acceptable on an international level? • Is it possible to measure occupational commitment in this context? • How relevant are the findings for trainees, teachers • and colleges?

  3. Key questions: 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? Is it possible to use the concept as a didactical concept for improving teaching and training? 6. What are the factors influencing the development of competence? 7. Would the psychometrical validation of the concept be successful?

  4. 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) 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.

  5. test tasks central ideas and goals of vocational education model of competence and measurement learning tasks

  6. Criteria of holistic problem solving in vocational tasks functionality clearness/ presentation creativity efficiency/ effectiveness vocational tasks social responsibility environmental responsibility sustainability orientation on business and work process

  7. Competence Model Levels Criteria Holistic Shaping Competence Environmental Responsibility Creativity of theSolution SocialResponsibility ProcessualCompetence Efficiency Effectiveness Sustainability/ Use Value Orientation on Work and Busi- ness Processes FunctionalCompetence Functionality Clearness/Presentation

  8. The Three Dimensions of the KOMET Competence Model demand dimension (level of competence) holistic designing competence processual competence functional competence basic / nominal competence content dimension (areas of learning) repetition application transfer informing planning deciding conducting controlling dimension of action(complete work and learning action) assessing

  9. 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 • 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 - 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

  10. The KOMET Rating Scheme: criteria 2: Functionality

  11. Competence Levels Hessen 2009 ElectriciansIndustry 2nd and 3rd Year n = 304 (2nd y: n = 122; 3rd y: n = 182)

  12. 10% 25% MW 75% 90% Percentilesoccupationalcompetence in electro-technologyaccordingtooccupationalprofile (Hessen 2008 und 2009) MW Industry 2008(n=253) 10% 25% MW 75% 90% 26 Industry 2009(n=310) 26 10% 25% MW 75% Crafts 2008(n=114) 90% 18 10% 25% MW 75% 90% Crafts 2009 (n=122) 18 Overall Score 5 10 15 20 25 30 35 40

  13. Percentilesoccupationalcompetenceaccordingto VET school Hessen 2009 MW MW 75% 90% 10% 25% S 1 (n=120) 24 S 2 (n=111) 27 S 3 (n=61) 17 S 4 (n=69) 25 S 5 (n=50) 24 S 6 (n=21) 18 5 10 15 20 25 30 35 40 45 Overall Score

  14. Percentilesoccupationalcompetence accordingtoclass (2009) MW 10% 25% MW 75% 90% Class 17 (n=21) 18 Class 22 (n=23) 19 Class 19 (n=20) 22 Class 6 (n=21) 23 Class 25 (n=31) 24 Class 5 (n=28) 28 Class 2 (n=20) 32 Overall (n=432) 24 45 5 10 15 20 25 30 35 40 Overall Score

  15. Top-10-percentile competence profile Average competence profile Bottom-10-percentile competence profile

  16. Differenzierung der Kompetenzprofile nach dem GPW (Gesamtpunktwert) sowie der Varianz: high low low variance high

  17. Competence Levelsn = 186 (Electronics Industry 3. Year); n = 65 (Technical colleges)

  18. Percentilesoccupationalcompetencetechnicalcolleges (Hessen 2009) Mean School B (n=35) 10% 25% MW 75% 90% 20 School A1(n=14) 27 School A2(n=16) 27 Total(n=66) 23 40 45 5 10 15 20 25 30 35 40 Overall Score

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