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Journal articles on the topic 'Assessment of competencies'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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1

Kāpiņa, Lelde, and Kristīne Mārtinsone. "SELF-ASSESSMENT OF PROFESSIONAL COMPETENCY OF SUPERVISORS OF LATVIA." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 121. http://dx.doi.org/10.17770/sie2020vol5.4908.

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In 2019, a new Professional Standard of Supervisor of Latvia was developed and adopted, defining and describing the supervisor's professional competencies. It was necessary to find out whether supervisors who have been certified over the past five years and come from a different background recognize the importance of defined competencies. The aim of this study was to identify the self-assessment of the importance and attainability of professional competence of certified supervisors of Latvia. Two stage mixed method research design was used: (1) qualitative document analysis and expert study in

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Цыренова, Валентина Бабасанова, Екатерина Пурбуевна Миронова, and Наталья Баировна Лумбунова. "ASSESSMENT OF COLLEGE STUDENTS’ GENERAL COMPETENCIES." Pedagogical Review, no. 3(31) (June 21, 2020): 127–34. http://dx.doi.org/10.23951/2307-6127-2020-3-127-134.

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В мониторинге качества профессиональной подготовки студентов особое место занимает оценивание сформированности общих компетенций. Рассматривается проблема оценивания общих компетенций в ходе реализации программы подготовки специалистов, описаны опыты оценивания общих компетенций другими исследователями и предложена система оценивания с учетом функциональных компонентов компетенций. Установлена необходимость поэтапной ступенчатой системы оценивания промежуточных результатов обучения, предусматривающая мотивационный, когнитивный и поведенческий компоненты компетенций. Предлагается комплексный по

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Frey, Andreas, and Johannes Hartig. "Assessment of competencies." Studies in Educational Evaluation 35, no. 2-3 (2009): 55–56. http://dx.doi.org/10.1016/j.stueduc.2009.10.001.

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Leutner, Detlev, and Eckhard Klieme. "Assessment of Competencies." Zeitschrift für Psychologie / Journal of Psychology 216, no. 2 (2008): 60. http://dx.doi.org/10.1027/0044-3409.216.2.60.

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Moore, David R., Mei‐I Cheng, and Andrew R. J. Dainty. "Competence, competency and competencies: performance assessment in organisations." Work Study 51, no. 6 (2002): 314–19. http://dx.doi.org/10.1108/00438020210441876.

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A number of confusions within the area of performance assessment with regard to the use of terminology, and differing interpretations, regarding competence assessment are discussed. A significant difference between the US and UK approaches to performance assessment is identified as being the issue of behaviours. A hierarchy of terms and their specific meanings is proposed as a first step in addressing the identified confusions. A particular aspect of this hierarchy is its relevance to assessment based on behaviours and attitudes rather than simply on the results of functional analysis concerni

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Chornyi, Oleksii Petrovych, and Larysa Vitaliivna Herasymenko. "Formation assessment of the professional competences of electrical engineers specialists." Engineering and Educational Technologies 9, no. 1 (2021): 40–51. http://dx.doi.org/10.30929/2307-9770.2021.09.01.04.

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The article considers the actual problem of pedagogical diagnostics of the formation of professional competencies of engineering students. Based on a thorough analysis of the educational and professional program "Electrotechnics, electric power engineering and electromechanics" twelve professional competencies were identified, they were correlated with the program results defined in the state standard and possible diagnostic tools were proposed, such as tasks on virtual stands, tasks on physical stands, professional-focused tasks. Such an approach was due to the understanding that professional

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Petrov, Mikhail. "An Approach to Changing Competence Assessment for Human Resources in Expert Networks." Future Internet 12, no. 10 (2020): 169. http://dx.doi.org/10.3390/fi12100169.

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An expert network is a community of professionals in a specific field, united by an information system, in which different tasks are solved. One of the main tasks in expert networks is the selection of specialists with specified competencies for joint problem solving. The main characteristic of an expert network member is a set of competencies, which includes both functional aspects and personal qualities. For this reason, the procedure for selecting specialists and ranking them is critical. Such a procedure uses specialists’ competence assessments from the expert network. If these assessments

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Lichtenberg, James W., Sanford M. Portnoy, Muriel J. Bebeau, et al. "Challenges to the assessment of competence and competencies." Professional Psychology: Research and Practice 38, no. 5 (2007): 474–78. http://dx.doi.org/10.1037/0735-7028.38.5.474.

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Karpova, Elena V., and Anna V. Nevzorova. "Reflexive self-assessment of competencies by teachers and bachelor-students." Yaroslavl Pedagogical Bulletin 1, no. 118 (2021): 8–18. http://dx.doi.org/10.20323/1813-145x-2021-1-118-8-18.

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The article presents theoretical and empirical materials devoted to the urgent problem of justification and implementation of the competence approach in pedagogical education. The most important component of the methodology of the competence approach is a reasonable assessment of the degree of formation of the main competencies of professional activity, including pedagogical activity. In addition, the assessment of competencies is also an important component of the teacher certification procedure. Of particular importance in this case there is the self-assessment of competencies: the teacher’s

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Esposito, Giovanna, Maria Francesca Freda, and Valentina Bosco. "Examining perception of competency through practicum competencies outline." European Journal of Training and Development 39, no. 8 (2015): 700–720. http://dx.doi.org/10.1108/ejtd-05-2015-0037.

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Purpose – This study aims to examine the self-perceived competencies of 231 Italian students enrolled in a psychological degree program and involved in a practicum. It analyzes the subjective perception of the competences that students expect to develop, acknowledge as developed and that might be inferred from tasks performed during the practicum; the level of expertise (novice, intermediate or advanced) of these competences; and the relation between the practicum facility and the competences. Design/methodology/approach – This study administered an ad hoc survey comprising open-ended question

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Suvalova, Tatyana, and O. Suvalov. "EMPLOYMENT ASSESSMENT: COMPETENCE INTERVIEW TECHNIQUE." Management of the Personnel and Intellectual Resources in Russia 9, no. 2 (2020): 56–60. http://dx.doi.org/10.12737/2305-7807-2020-56-60.

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The aim of the study is to analyze the technology of conducting interviews by competencies. The article considers the goals and objectives of the interviewer, formulates the basic requirements for the personnel assessment system when hiring. It is noted that the evaluating interviewer should be familiar with the content of competencies and their indicators. Recommendations are given on the number of competencies evaluated and the duration of the interview. A hiring interview plan has been formulated to obtain and evaluate specific information on the required competencies. Concrete examples of

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Lakshminarayanan, Sethumadhavan, Yogesh P. Pai, and Badrinarayan Srirangam Ramaprasad. "Competency need assessment: a gap analytic approach." Industrial and Commercial Training 48, no. 8 (2016): 423–30. http://dx.doi.org/10.1108/ict-04-2016-0025.

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Purpose The purpose of this paper is to adopt a gap analytic approach to identify competency needs and further estimate the strength of such managerial competencies in predicting job performance. Design/methodology/approach A structured questionnaire was administered on 106 managers from 18 pharmaceutical companies in Maharashtra, India to capture their self-perceptions on importance of competencies, current expertise levels and job performance. Further, relative competence metric, t-test and multiple regression analysis was employed for data analysis. Findings Results indicate incongruence in

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Schilling, Jim F. "Quality of Instruments Used to Assess Competencies in Athletic Training." Athletic Training Education Journal 7, no. 4 (2012): 187–97. http://dx.doi.org/10.4085/0704187.

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Context: An emphasis on knowledge and skill competency acquisition continues to gain importance in allied health professions. Accuracy and fairness in the summative assessment of competencies are essential to ensure student competence. A positive demonstration of validity, reliability, and authentic quality criteria are needed to achieve evidence-based practice considerations in the assessment of competencies. Objective: To present a variety of instruments used in the assessment of competencies established in the fifth edition of the athletic training competencies document and judge them based

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Drobotenko, Yulia Borisovna, Natalya Aleksandrovna Nazarova, Irina Leonidovna Smagina, and Ekaterina Vladimirovna Panasenko. "Soft skills and universal competencies: relationship of concepts, structure and assessment." SHS Web of Conferences 121 (2021): 02003. http://dx.doi.org/10.1051/shsconf/202112102003.

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The task of a modern higher education institution is to form graduates’ competencies that contribute to the construction of a flexible professional path in today’s continuously changing society. Success in solving these problems is provided by the presence of university graduates of the so-called universal competencies (according to FSES 3++), reflected in the ability to think systematically, critically assess the situation and possible resources for solving the problem, the ability to cooperate and self-organize. In foreign educational practice, these competencies are known as “flexible” comp

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Drisko, James W. "Competencies and Their Assessment." Journal of Social Work Education 50, no. 3 (2014): 414–26. http://dx.doi.org/10.1080/10437797.2014.917927.

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Allison, David. "Competencies Self Assessment Tool." British Journal of Infection Control 2, no. 4 (2001): 29. http://dx.doi.org/10.1177/175717740100200416.

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Torres Delgado, Gabriela, and Neil Hernández-Gress. "Research Professors’ Self-Assessment of Competencies." Future Internet 13, no. 2 (2021): 41. http://dx.doi.org/10.3390/fi13020041.

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Research professors develop scientific products that impact and benefit society, but their competencies in doing so are rarely evaluated. Therefore, by employing a mixed two-stage sequential design, this study developed a self-assessment model of research professors’ competencies with four domains, seven competencies, and 30 competency elements. Next, we conducted descriptive statistical analysis of those elements. In the first year, 320 respondents rated themselves on four levels: initial, basic, autonomous, and consolidated. In the assessment model’s second year, we compared 30 respondents’

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Stojkov, Svetlana, Ivana Tadic, Tatjana Crnjanski, and Dusanka Krajnovic. "Assessment and self-assessment of the pharmacists' competencies using the global competency framework (GbCF) in Serbia." Vojnosanitetski pregled 73, no. 9 (2016): 803–10. http://dx.doi.org/10.2298/vsp140728040s.

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Background/Aim. Pharmacists' competence represents a dynamic framework of knowledge, skills and abilities to carry out tasks, and it reflects on improving the quality of life and on patients? health. One of the documents for the Evaluation and Competency Development of Pharmacists is the Global Competency Framework (GbCF). The aim of this study was to implement the GBCF document into Serbian pharmacies, to perform assessment and self assessment of the competencies. Methods. The assessment and self-assessment of pharmacists? competencies were performed during the period 2012?13 year in eight co

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Martínez-Mínguez, Lurdes. "Proyectos de Aprendizaje Tutorados y autoevaluación de competencias profesionales en la formación inicial del profesorado (Project Oriented Learning and self-assessment of professional competencies in initial teacher education)." Retos, no. 29 (December 20, 2015): 242–50. http://dx.doi.org/10.47197/retos.v0i29.42719.

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En un contexto actual de aprendizaje y evaluación por competencias en la Formación Inicial del Profesorado (FIP), este artículo pretende alcanzar un doble objetivo. Por un lado valorar la adecuación de proyectos de aprendizaje tutorados (PAT) como «buena práctica» eficaz para adquirir competencias profesionales. Y, por otro lado, analizar el grado de utilidad de una escala de percepción para poder autoevaluarlas. Los participantes han sido140 estudiantes de la asignatura de Educación Psicomotriz de la Universidad Autónoma de Barcelona y su profesora. Los datos cuantitativos y cualitativos se h

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Dimmock, Kay, Helen Breen, and Maree Walo. "Management Competencies: An Australian Assessment of Tourism and Hospitality Students." Journal of Management & Organization 9, no. 1 (2003): 12–26. http://dx.doi.org/10.1017/s1833367200004892.

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ABSTRACTManagement education has the responsibility to provide industry with graduates equipped with relevant management competencies (Christou 2002). This paper agrees with this view and reports on the first and second stages of a longitudinal study that explores tourism and hospitality students' perceptions of their competency development in the first and final year of the Bachelor of Business in Tourism program. A self-assessment instrument that measures perceived competence in management competencies and roles within the Competing Values Framework (CVF) (Quinn, Thompson, Faerman & McGr

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Dimmock, Kay, Helen Breen, and Maree Walo. "Management Competencies: An Australian Assessment of Tourism and Hospitality Students." Journal of the Australian and New Zealand Academy of Management 9, no. 1 (2003): 12–26. http://dx.doi.org/10.5172/jmo.2003.9.1.12.

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ABSTRACTManagement education has the responsibility to provide industry with graduates equipped with relevant management competencies (Christou 2002). This paper agrees with this view and reports on the first and second stages of a longitudinal study that explores tourism and hospitality students' perceptions of their competency development in the first and final year of the Bachelor of Business in Tourism program. A self-assessment instrument that measures perceived competence in management competencies and roles within the Competing Values Framework (CVF) (Quinn, Thompson, Faerman & McGr

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Isnawati Nur Afifah Latif and Nurlaili Dina Hafni. "PENERAPAN PENILAIAN DALAM KURIKULUM 2013 PADA TINGKAT DASAR MATA PELAJARAN PENDIDIKAN AGAMA ISLAM." PREMIERE : Journal of Islamic Elementary Education 1, no. 2 (2020): 43–56. http://dx.doi.org/10.51675/jp.v1i2.79.

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In the 2013 curriculum, the concept of assessment to understand learning through competence refers to three approaches, namely assessment as learning, assessment for learning, assessment of learning. All three approaches must be taken by the teacher in the assessment activities. assessment as learning is carried out during the learning process by expecting results in the form of information to the teacher about students' readiness to understand deeper concepts. Assessment for learning. Assessment of learning is carried out by the teacher to measure the level of achievement of student competenc

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Durán Becerra, Tomás, and Jesus Lau. "MIL Competency Framework: Mapping Media and Information Competencies." Anagramas Rumbos y Sentidos de la Comunicación 19, no. 37 (2020): 49–67. http://dx.doi.org/10.22395/angr.v19n37a3.

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This article explores a literature review on different proposals to assess media and information literacy (MIL) competencies in citizens seeking to define the fundamental MIL skills and competencies to be considered in national curricula and assessment schemes. The study is based on qualitative content analysis to map and systematize the main MIL frameworks, research reports, and their practical applications/experiences. This qualitative technique allows the combination of categories (dimensions) and correlation of individual indicators (skills and capabilities) to group subcategories (compone

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Nikodinovska Bancotovska, Suzana. "THE ATTITUDES AND OPINIONS OF TEACHERS TO THEIR COMPETENCES." International Journal of Cognitive Research in Science, Engineering and Education 3, no. 1 (2015): 99–103. http://dx.doi.org/10.23947/2334-8496-2015-3-1-99-103.

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The teaching profession is built upon the initial education on relevant pedagogical faculties, and further upgraded and improved through continuing education through various forms of professional development.The competencies of the teacher for realization of educational activity represents the content and function of its professional obligations. Global taxonomy of teacher’s competences are consisted of pedagogical competencies and professional competencies.The pedagogical competence of the teacher has one main characteristic - it enables the organization and realization of educational process

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Sureda-Demeulemeester, E., C. Ramis-Palmer, and A. Sesé-Abad. "The assessment of medical competencies." Revista Clínica Española (English Edition) 217, no. 9 (2017): 534–42. http://dx.doi.org/10.1016/j.rceng.2017.05.004.

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Getz, Hildy G. "Assessment of Clinical Supervisor Competencies." Journal of Counseling & Development 77, no. 4 (1999): 491–97. http://dx.doi.org/10.1002/j.1556-6676.1999.tb02477.x.

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Fitt, David X., and Maryann Heverly. "Classroom Assessment of Student Competencies." Assessment & Evaluation in Higher Education 19, no. 3 (1994): 215–24. http://dx.doi.org/10.1080/0260293940190305.

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Cebrián, Gisela, David Pascual, and Álvaro Moraleda. "Perception of sustainability competencies amongst Spanish pre-service secondary school teachers." International Journal of Sustainability in Higher Education 20, no. 7 (2019): 1171–90. http://dx.doi.org/10.1108/ijshe-10-2018-0168.

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Purpose This paper aims to present the results from a questionnaire distributed to a group of Spanish postgraduate teacher students pursuing a Master’s Degree in Secondary School Education. The aims of the administered questionnaire were to identify students’ perceptions of the development of sustainability competencies; to analyse the relationship between students’ perceived level of competence and the subject area, previous teaching experience and previous participation in sustainability projects; and to explore the strengths and limitations of the assessment tool used. Design/methodology/ap

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Tan, Charlene. "Beyond the Competencies Agenda in Large-Scale International Assessments: A Confucian Alternative." Philosophical Inquiry in Education 26, no. 1 (2020): 20–32. http://dx.doi.org/10.7202/1071418ar.

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This article examines a Confucian conception of competence and its corresponding response to the competencies agenda that underpins international large-scale assessments such as the Programme for International Student Assessment (PISA). It is argued that standardised transnational assessments is underpinned by technical rationality that emphasises proficiency in discrete skills for their instrumental worth at the expense of moral cultivation and personal mastery. Challenging the competencies agenda, this paper draws upon a relational model of competence proposed by Jones and Moore (1995) that

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García-Navarro, Justo, Oriol Borrás-Gené, and Ana Jiménez-Rivero. "Diseño de asignatura para la competencia digital del estudiante universitario = Design of a course for the digital competence of university students." Advances in Building Education 1, no. 3 (2017): 27. http://dx.doi.org/10.20868/abe.2017.3.3667.

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ResumenEl aprendizaje a lo largo de la vida requiere la adquisición de unas competencias clave por parte de los ciudadanos. Un ejemplo de competencia clave es la competencia digital. Para su desarrollo se considera relevante contemplar la oferta de nuevas asignaturas que integren aspectos de gestión de la identidad digital y entornos personales de aprendizaje. Este artículo propone una nueva asignatura para la capacitación digital del estudiante universitario, de carácter online y con tutorías virtuales y presenciales. El objetivo de este estudio es presentar los aspectos considerados para el

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Suwardianto, Heru, and Vitaria Wahyu Astuti. "Competency In Critical Care Nursing With Approach Methods Journal Sharing of Critical Care (JSCC) In Nursing Profession Students." STRADA Jurnal Ilmiah Kesehatan 9, no. 2 (2020): 686–93. http://dx.doi.org/10.30994/sjik.v9i2.361.

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The results showed that most respondents had good critical nursing competency scores including primary assessment: airway assessment (53.8%); breathing assessment (56.4%); Circulation assessment (61.5%); Disability assessment (56.4%); and Exposure assessment (59%), professionalism (56.4%), critical nursing care competencies (79.5%), Clinical reasoning process (71.8%), Patient safety (61.5%) and critical care exam score (46.2%). The result of statistical test with Pearson test obtained that the primary assessment: airway assessment (ρ = 0.038); circulation assessment (ρ = 0.029); Exposure asses

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Klapan, Anita, Marija Šaravanja, and Marijeta Mašić. "Mostar university students' self-assessment of lifelong learning competencies." Andragoška spoznanja 21, no. 2 (2015): 79–93. http://dx.doi.org/10.4312/as.21.2.79-93.

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The introductory part of this paper defines the concept of lifelong learning and describes the key competencies for lifelong learning as defined by the European Union. The empirical part of the paper outlines the results of the research on students’ self-assessment of lifelong learning competencies. The goal of the research was to re-evaluate students’ self-assessment of lifelong learning competencies and to establish whether or not there is a significant difference in attitudes towards the usage and assessment of lifelong learning competencies among students of various study programmes. The r

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Dashko, Yuri, Olga Vitchenko, and Maxim Kadomtsev. "Soft models of competence assessment in professional education." E3S Web of Conferences 210 (2020): 18011. http://dx.doi.org/10.1051/e3sconf/202021018011.

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The article presents the results of research on the problem of finding new models for assessing students ' competencies in the context of global trends in modern professional education – the merger of competence and project approaches, the development of e-learning, and the introduction of digital technologies to support expert systems. An original development of one of the soft models of fuzzy multiparametric assessment of competencies is proposed, and the mathematical apparatus of the model is described taking into account the requirements of fuzzy logic.

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Nummela, Olli, Soile Juujärvi, and Timo Sinervo. "Competence needs of integrated care in the transition of health care and social services in Finland." International Journal of Care Coordination 22, no. 1 (2019): 36–45. http://dx.doi.org/10.1177/2053434519828302.

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Introduction This study investigates future integrated care competencies among workforce in health and social service sectors in the context of the national health and social services reform in Finland. Methods The sample was drawn from the registers of competent workforce in the social and health sectors in Finland in three different forerunner areas. Eight working sectors were identified. A total of 1943 participants represented a 16% of the sample ( N = 12,250). Factor analyses were conducted on ratings from the COPE scale measuring integrated care competences. Logistic regression analyses

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Yezhova, Olesya Nikolaevna, and Natalia Ivanovna Ulendeeva. "The problem of assessing the quality of specialized university graduate training." Samara Journal of Science 5, no. 3 (2016): 163–66. http://dx.doi.org/10.17816/snv20163305.

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The paper analyzes the problem of assessing the development degree of the specialized university graduate competencies that are found in state standards of higher education and the departmental order. We consider the existing practices and approaches to making a collection of evaluation tools. The paper presents the requirements for assessment tools to check the development of competencies: integrative, problem-activity tasks, focus on the application of skills and knowledge in the field of special situations in the actualization of the content of professional work tasks, expertise in the prof

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De Fruyt, Filip, Marc Bockstaele, Ruben Taris, and Alain Van Hiel. "Police interview competencies: assessment and associated traits." European Journal of Personality 20, no. 7 (2006): 567–84. http://dx.doi.org/10.1002/per.594.

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The present study empirically examines the structure of police interview competencies in self‐reports of 230 police investigators suggesting five major underlying dimensions, that is, ‘Careful‐tenacious’, ‘Controlled‐non‐reactive’, ‘Dominant‐insisting’, ‘Communicative’ and ‘Benevolent’. These dimensions discriminate performance in a series of interview vignettes, grouped in terms of type of case (interviewing a suspect, a witness or a victim) and type of suspect. In addition self‐ratings on these dimensions are related to self‐estimated interview effectiveness in the same vignettes. Participan

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Gomez, Adelaida Ciudad, and Jesus Valverde Berrocoso. "Design Of A Competency-Based Assessment Model In The Field Of Accounting." Contemporary Issues in Education Research (CIER) 5, no. 5 (2012): 343. http://dx.doi.org/10.19030/cier.v5i5.7466.

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This paper presents the phases involved in the design of a methodology to contribute both to the acquisition of competencies and to their assessment in the field of Financial Accounting, within the European Higher Education Area (EHEA) framework, which we call MANagement of COMpetence in the areas of Accounting (MANCOMA). Having selected and defined the competencies to be acquired by students in our subject, we break them down into sub-competencies, and the latter in turn into indicators, allowing us to design activities to be offered to students for the development of competencies and their s

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Ichnatun Dwi Soenoewati, Does. "English Core Competencies, Basic Competencies, and Assessment for Junior High School in Curriculum 2013; between Facts and Hopes." Register Journal 8, no. 2 (2015): 1. http://dx.doi.org/10.18326/rgt.v8i1.1-18.

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This paper focuses on some problems faced by Junior High School English target teachers concerning with the content, formulation, and the order of Core Competencies (known as KI) and Basic Competencies (known as KD) and the assessment in K ‘13 (known as K’13). The material in K ‘13 is regarded as being arranged in balance covering the students attitude, knowledge, and skills competencies stressing on language skills as a means of communication to convey ideas and knowledge. Based on the K ‘13 implementation mentoring, 13 out of 15 teachers (87%) interpret the Core and Basic Competencies differ

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Koeppen, Karoline, Johannes Hartig, Eckhard Klieme, and Detlev Leutner. "Current Issues in Competence Modeling and Assessment." Zeitschrift für Psychologie / Journal of Psychology 216, no. 2 (2008): 61–73. http://dx.doi.org/10.1027/0044-3409.216.2.61.

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The goals of education and qualification in modern industrial societies can no longer be described by a fixed set of specialized skills that are transferable from one generation to the next. Nowadays, knowledge must be applicable to different, new, and complex situations and contexts. It is against this background that the concept of competence has attracted increased research attention. Competencies are conceptualized as complex ability constructs that are context-specific, trainable, and closely related to real life. The theoretical modeling of competencies, their assessment, and the usage o

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Pesha, Anastasiya Vladimirovna, and Ekaterina Viktorovna Evplova. "Supra-professional competences of pedagogues of the XXI century." Педагогика и просвещение, no. 3 (March 2020): 29–46. http://dx.doi.org/10.7256/2454-0676.2020.3.33247.

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Digitalization and advancement of knowledge economy, formation and proliferation of the new technological didactics based on the didactic tetrahedron, lead to requirements changes in the development of pedagogical competencies. These trends influence the selection of the topic of research aimed at studying the relevance of formation of supra-professional competencies of future pedagogues. The goal of this work consists in carrying out an empirical study, based on the content analysis of previous research, of the opinions of students of pedagogical universities on the importance of self-evaluat

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Efremova, Nadezhda, Olga Shapovalova, and Anastasia Huseynova. "Innovative technologies for the formation and assessment of competencies and skills in the XXI century." E3S Web of Conferences 210 (2020): 18021. http://dx.doi.org/10.1051/e3sconf/202021018021.

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The paper classifies and generalizes innovative technologies for assessing the competencies and skills of the 21st century students in the education system. Taking into account the requirements of the international academic community, criteria for assessing students' competencies in the context of the formation of functional literacy, the ability to study and evaluate independence, global competence and meta-subject skills (soft skills) are considered. The necessity of ensuring continuity of assessment of students' competencies at the levels of general and higher education, as well as the resu

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Liepa, Diana, Aija Dudkina, and Maruta Sile. "SELF-ASSESSMENT CRITERIA OF TEACHER’S WELL-BEING." Problems of Education in the 21st Century 48, no. 1 (2012): 81–90. http://dx.doi.org/10.33225/pec/12.48.81.

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Our dynamic life brings changes not only into our daily life, but in thinking and the way to work and to learn as well. We have to be faster and more flexible in order to develop our professional, social and civic competencies. Education helps to develop the attitudes, skills and knowledge necessary to make informed decisions for the benefit of themselves and others, now and in the future, and to act upon these decisions. That is why teachers have to find the best ways in acquiring professional competencies and in developing their individual qualities. The teacher’s role in the educational pro

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Thurab-Nkhosi, Dianne, Gwendoline Williams, and Maria Mason-Roberts. "Achieving confidence in competencies through authentic assessment." Journal of Management Development 37, no. 8 (2018): 652–62. http://dx.doi.org/10.1108/jmd-12-2017-0413.

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Purpose The purpose of this paper is to explore the extent to which student assessments used in two capstone courses in a Master’s in Human Resource Management (HRM) Program were authentic, and encouraged confidence in competencies identified. Design/methodology/approach A qualitative approach was taken to evaluate the perception of lecturers, clients and students regarding authenticity of assessments and the competencies achieved. The authors used a five-dimensional framework for authentic assessment developed by Gulikers et al. (2004) as a basis for an online survey of the students and focus

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Garcia, Maria Rosa, Mercè Junyent, and Marta Fonolleda. "How to assess professional competencies in Education for Sustainability?" International Journal of Sustainability in Higher Education 18, no. 5 (2017): 772–97. http://dx.doi.org/10.1108/ijshe-03-2016-0055.

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Purpose This study aims to contribute to the professional competency approach in Education for Sustainability (ES) from the perspective of complexity and to the assessment of these competencies. Design/methodology/approach A qualitative research process was used, which consisted of two main phases: a documentary analysis of the internationally accepted frameworks about professional competencies in ES and complexity and a case study. The context was the Learning Camp of Cistercian Monasteries (Catalonia, Spain), and two educators participated in this camp. Findings The main outcomes are: a fram

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Austin, Zubin, Deanna Williams, and Anthony Marini. "Standardized Assessment of Pharmacists' Patient Care Competencies:." Journal of Medical Regulation 102, no. 4 (2016): 17–27. http://dx.doi.org/10.30770/2572-1852-102.4.17.

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Assessing the ongoing competence of practicing health care professionals requires regulators to balance complex demands of governments and the public, as well as interests and concerns of practitioners. A proliferation of models has evolved across professions and jurisdictions. In this article, we report on a model utilizing standardized assessment using best-practice measurement techniques and methods for evaluation of ongoing (i.e., post-registration) clinical competencies in the profession of pharmacy in Ontario, Canada. This model involves categorization of the profession into an active pa

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Meskhi, Besarion, Pavel Gerasin, and Nadezhda Efremova. "Psychological and pedagogical aspects of the development of engineering competencies of students." E3S Web of Conferences 273 (2021): 12008. http://dx.doi.org/10.1051/e3sconf/202127312008.

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This article provides a brief analysis of the most demanded engineering competencies, it is shown that in the sum of educational results it is necessary to ensure a reasonable ratio of knowledge, competencies, and skills, since all of them to one degree or another ensure the success of engineering activities. The definitions of competencies and skills are given, the main problems of competence-based training are listed and possible ways to solve them are shown. The emphasis in the development of competencies is placed on the organization of project activities of students in groups. At the same

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Usiaeva, Asiia, Mariia Rubtcova, Irina Pavlenkova, and Svetlana Petropavlovskaya. "Methods of sociological diagnostics in the assessment of staff's competencies: a case of a state museum (St. Petersburg, Russia)." International Journal of Production Management and Engineering 4, no. 1 (2016): 29. http://dx.doi.org/10.4995/ijpme.2016.4106.

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The study is dedicated to research of methods of sociological diagnostics, which can be used in the assessment of staff's competencies. Theoretical framework of this survey is T. Parson’s structural functionalism, the approach that sees the society as a complex system. The research questions were how we can analyze competencies by using sociological diagnostics and what the features of sociological diagnostics are. In order to achieve the target, it was analyzed the assessment of staff's competencies in the museum complex “The Cathedral”, Saint-Petersburg, Russia. Methodology of the research w

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Webb, Anita R., Richard A. Young, and Joane G. Baumer. "Emotional Intelligence and the ACGME Competencies." Journal of Graduate Medical Education 2, no. 4 (2010): 508–12. http://dx.doi.org/10.4300/jgme-d-10-00080.1.

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Abstract Background Residency programs desire assessment tools for teaching and measuring resident attainment of the Accreditation Council for Graduate Medical Education competencies, including interpersonal and communication skills. Objective We sought to evaluate the use of emotional intelligence (EI) assessment and training tools in assessing and enhancing interpersonal and communication skills. Methods We used a quasi-experimental design, with an intervention and control group composed of 1 class each of family medicine residents. The intervention was EI coaching. The assessment used the E

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Shang, Huping, and Wenxuan Yu. "Assessing Chinese Managerial Competencies from Different Perspectives." Social Behavior and Personality: an international journal 41, no. 9 (2013): 1469–85. http://dx.doi.org/10.2224/sbp.2013.41.9.1469.

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In this study we investigated assessments of managerial competency in the context of Chinese local government public officials. Based on data collected from a 2008 survey conducted in China's Jiangsu Province and drawing on the competing values framework developed by Quinn and Rohrbaugh (1981, 1983), we examined discrepancies in the assessment of managerial competencies through the supervisors' self-assessments of their own competencies, subordinates' self-assessments of their own competencies, supervisors assessments of their subordinates' competencies, and subordinates' assessments of their

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Intasoi, Sasima, Putcharee Junpeng, Keow Ngang Tang, Jatuphum Ketchatturat, Yidan Zhang, and Mark Wilson. "Developing an assessment framework of multidimensional scientific competencies." International Journal of Evaluation and Research in Education (IJERE) 9, no. 4 (2020): 963. http://dx.doi.org/10.11591/ijere.v9i4.20542.

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The study aimed to develop and validate an assessment framework of multidimensional scientific competencies for seventh-grade students in the northeastern region of Thailand. A total of 289 samples with three different scientific competency levels were randomly selected to participate as testtakers. The design-based research encompassing four phases of the construct modelling approach, namely construct maps, item design, outcome space, and Wright map. Multidimensional Random Coefficient Multinomial Logit model was employed to examine the quality of the created assessment framework of multidime

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