Competence development and assessment in TVET (COMET): theoretical framework and empirical results
Saved in:
| Format: | Book |
|---|---|
| Language: | English |
| Published: |
Dordrecht [u.a.]
Springer
2013
|
| Series: | Technical and vocational education and training
16 |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Physical Description: | XVII, 169 S. graph. Darst. |
| ISBN: | 9789400747241 9789400747258 |
Staff View
MARC
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Record in the Search Index
| _version_ | 1804149559096508416 |
|---|---|
| adam_text | IMAGE 1
CONTENTS
1 MEASURING PROFESSIONAL COMPETENCE .
1.1 VOCATIONAL EDUCATION AND TRAINING: ACHALLENGE FOR COMPETENCE
DIAGNOSTICS .
1.2 EXAMINATION AND COMPETENCE ASSESSMENT TWO DISTINCT AND COMPLEMENTING
TYPES OF EVALUATING PROFESSIONAL COMPETENCE
DEVELOPMENT...................... 3
1.3 PROFESSIONAL COMPETENCE: A CONCEPTUAL
CLARIFICATION...................... 5
1.4 PROFESSIONAL CREATIVITY AS A TOPIC OF COMPETENCE
DIAGNOSTICS......... 12 1.5 POTENTIALS AND LIMITS OFCOMPETENCE
MEASUREMENT 13
1.5.1 LMPLICIT (TACIT) PROFESSIONAL KNOWLEDGE 13
1.5.2 PROFESSIONAL ACTION COMPETENCE (PROFESSIONAL APTITUDE) 14
1.5.3 THE INCREMENT
OFLEAMING ................................................. 14
1.5.4 MANUAL
SKILI...........................................................................
15
1.5.5 SOCIAL COMPETENCES 15
1.5.6 SKILLS THAT ARE EXPRESSED IN THE INTERACTIVE COURSE OF WORK 15
REFERENCES 16
2 FOUNDATIONS OF A COMPETENCE
MODEL...................................................... 19
2.1 PROFESSIONAL KNOWLEDGE 19
2.2 THE TRAINING OBJECTIVE: PROFESSIONAL APTITUDE, ACTING COMPETENCE,
AND SHAPING COMPETENCE................................. 23
2.3 PROFESSIONAL COMPETENCE DEVELOPMENT 27
2.4 PROFESSIONAL IDENTITY AND OCCUPATIONAL COMMITMENT 31
REFERENCES...................................................................................................
35
3 THE COMET COMPETENCE MODEL: FOUNDATIONS FOR THE STUDY OF PROFESSIONAL
COMPETENCE AND IDENTITY........................ 39
3.1 COMPETENCE
MODELS...........................................................................
39
3.2 CONCEPTUAL
CLARIFICATIONS...................................................................
40
IX
IMAGE 2
X
CONTENTS
3.3 THE COMET COMPETENCE
MODEL...................................................... 41
3.3.1 THE LEVELS OF PROFESSIONAL COMPETENCE (REQUIREMENT
DIMENSION)...................................................... 41
3.3.2 THE CONTENT DIMENSION 43
3.3.3 THE CRITERIA OF HOLISTIC PROBLEM SOLVING AS COMPETENCE CRITERIA 47
3.3.4 THE ACTION
DIMENSION........................................................... 49
3.4 MEASURING COMMITMENT, PROFESSIONAL IDENTITY, AND CONTEXT
DATA................................................................................
52
REFERENCES 53
4 TEST DEVELOPMENT AND DESIGN OFTHE
STUDY............................................. 55
4.1 DEVELOPMENT AND SELECTION OFTHE TEST
TASKS.................................... 55
4.1.1 DEVELOPMENT OF
TASKS............................................................ 55
4.1.2
PRETEST...................................................................
58
4.1.3 SELECTION OFTEST TASKS FOR THE MAIN SURVEY 61
4.2 DEVELOPMENT OF THE QUESTIONNAIRE FOR THE CONTEXT
DATA................... 62
4.2.1 PERSONAL CHARACTERISTICS 62
4.2.2 CHARACTERISTICS OF IN-COMPANY
TRAINING................................ 63
4.2.3 CHARACTERISTICS OF THE VOCATIONAL SCHOOLS 64
4.3 DEVELOPMENT OF THE COMMITMENT SCALE 65
4.4 DEVELOPMENT OF THE ASSESSMENT SHEET AND OPERATIONALIZATION OFTHE
ASSESSMENT CRITERIA............................ 70
4.5 DESIGN OFTHE LARGE-SCALE
SURVEY...................................................... 72
REFERENCES...................................................................................................
74
5 TEST INSTRUMENTS AND IMPLEMENTATION OF THE COMET STUDY 77
5.1 INSTRUMENTS AT THE FIRST TEST DATE 77
5.1.1 OPEN TEST TASKS 77
5.1.2 THE CONTEXT QUESTIONNAIRE 79
5.2 EXTENSION OF THE TEST METHODOLOGY FOR THE SECOND TEST
DATE........... 79 5.2.1 APPLICATION OF A NON-VERBAL TEST FOR THE
ASSESSMENT OF BASIC COGNITIVE ABILITIES 79
5.2.2 MEASURING TEST MOTIVATION: SURVEY OF TRAINEES AND TEST SUPERVISORS
80
5.2.3 RATER SURVEY ON THE WEIGHTING OFCOMPETENCE CRITERIA........ 81 5.3
PARTICIPANTS OF THE TEST
DATES............................................................. 81
5.3.1 FIRST TEST DATE (2008) 81
5.3.2 SECOND TEST DATE (2009) AND EXTENSION OF THE STUDY BY ADDITIONAL
TEST DATES 82
5.4 THE TRAINING ENTERPRISE AS AN ALTERNATIVE TEST LOCATION 83
5.5 ANALYSIS OF THE TEST RESULTS 83
REFERENCE 88
IMAGE 3
CONTENTS XI
6 RESULTS 2008: THE SURVEY
POPULATION...................................................... 89
6.1 SELECTION OF THE SAMPIE AND SURVEY OF THE CONTEXT
DATA.................. 89
6.2 PERSONAL CHARACTERISTICS OF THE TRAINEES 90
6.3 CHARACTERISTICS OF THE TRAINING ENTERPRISE AND THE LN-COMPANY
TRAINING PROCESS............................................... 93
6.4 CHARACTERISTICS OF THE VOCATIONAL SCHOOL 98
REFERENCES...................................................................................................
101
7 RESULTS 2008: APPRENTICES COMPETENCE 103
7.1 OVERVIEW OF COMPETENCE LEVELS: CAN THE PISA FORECAST ABOUT THE
TRAINABILITY OF AT-RISK STUDENTS BE CONFIRMED?.............. 103 7.2 NO
COMPETENCE GAPS BETWEEN SECOND- AND THIRD- YEAR TRAINEES 109
7.3 PRONOUNCED HETEROGENEITY BETWEEN HIGH-PERFORMING AND LOW-PERFORMING
TRAINEES 111
7.4 FINDINGS ABOUT THE INDIVIDUAL SUPPORT OF
TRAINEES........................... 114
7.5 THE CONTRIBUTION OF THE VOCATIONAL SCHOOL TO THE TRAINEES
COMPETENCE DEVELOPMENT 117
7.6 SITUATED COMPETENCE: COMMITMENT, PROFESSIONAL IDENTITY, AND THE
INTERPLAY WITH TRAINING CONDITIONS IN THE SCHOOL AND THE ENTERPRISE 119
7.6.1 COMMITMENT AND PROFESSIONAL IDENTITY 119
7.6.2 PROFESSIONAL COMPETENCE AND ITS CONTEXT 122
7.6.3 OCCUPATIONAL COMMITMENT AND ITS CONTEXT...........................
123
7.7 CONCLUSION 127
REFERENCES...................................................................................................
129
8 RESULTS OFTHE MAIN PHASE 131
8.1 INCLUSION OF STUDENTS FROM TECHNICAL COLLEGES 131
8.2 PARTICIPATION OF CHINESE TEACHERS AND STUDENTS 132
8.3 GENERAL FINDINGS: COMPARISON OF THE TEST
GROUPS............................ 135
8.4 PROFESSIONAL COMPETENCE IN DIFFERENT TECHNICAL
COLLEGES................ 142 8.5 MOTIVATION
OFPARTICIPANTS..................................................................
146
REFERENCES...................................................................................................
148
9 THE COMET RATING PROCEDURE IN PRACTICE: SO ME CONCLUSIONS..........
149
9.1 SECURING INTERRATER
RELIABILITY............................................................
149
9.1.1 METHODOLOGICAL APPROACH 149
9.1.2 PRE-RATING OF A SAMPIE OF TEST SOLUTIONS 151
9.2 EFFECTIVENESS OF THE RATER TRAINING CONCEPT 154
9.3 EMPIRICAL QUALITY OF THE COMPETENCE MODEL AND THE RATING PROCEDURE
160
9.4 THE TEST TASKS AS LEARNING
TASKS...................................................... 163
REFERENCES 164
INDEX.................................................................................................................
165
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| illustrated | Illustrated |
| indexdate | 2024-07-10T00:24:57Z |
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| isbn | 9789400747241 9789400747258 |
| language | English |
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| physical | XVII, 169 S. graph. Darst. |
| publishDate | 2013 |
| publishDateSearch | 2013 |
| publishDateSort | 2013 |
| publisher | Springer |
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| series | Technical and vocational education and training |
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| spelling | Competence development and assessment in TVET (COMET) theoretical framework and empirical results Felix Rauner ... Dordrecht [u.a.] Springer 2013 XVII, 169 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Technical and vocational education and training 16 Berufsbildung (DE-588)4069342-9 gnd rswk-swf Evaluation (DE-588)4071034-8 gnd rswk-swf Berufsbildung (DE-588)4069342-9 s Evaluation (DE-588)4071034-8 s DE-604 Rauner, Felix 1941- Sonstige (DE-588)123457890 oth Technical and vocational education and training 16 (DE-604)BV021679126 16 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025341156&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Competence development and assessment in TVET (COMET) theoretical framework and empirical results Technical and vocational education and training Berufsbildung (DE-588)4069342-9 gnd Evaluation (DE-588)4071034-8 gnd |
| subject_GND | (DE-588)4069342-9 (DE-588)4071034-8 |
| title | Competence development and assessment in TVET (COMET) theoretical framework and empirical results |
| title_auth | Competence development and assessment in TVET (COMET) theoretical framework and empirical results |
| title_exact_search | Competence development and assessment in TVET (COMET) theoretical framework and empirical results |
| title_full | Competence development and assessment in TVET (COMET) theoretical framework and empirical results Felix Rauner ... |
| title_fullStr | Competence development and assessment in TVET (COMET) theoretical framework and empirical results Felix Rauner ... |
| title_full_unstemmed | Competence development and assessment in TVET (COMET) theoretical framework and empirical results Felix Rauner ... |
| title_short | Competence development and assessment in TVET (COMET) |
| title_sort | competence development and assessment in tvet comet theoretical framework and empirical results |
| title_sub | theoretical framework and empirical results |
| topic | Berufsbildung (DE-588)4069342-9 gnd Evaluation (DE-588)4071034-8 gnd |
| topic_facet | Berufsbildung Evaluation |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025341156&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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