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

Lars Heinemann

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

Lars Heinemann

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

Lars Heinemann

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

Lars Heinemann

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