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Journal articles on the topic 'Competency based assessmen'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Nzoka, Francis Katumo. "Reforming Education in Kenya for Global Competitiveness: A Case of Competency Based Curriculum." European Journal of Contemporary Education and E-Learning 2, no. 3 (2024): 141–50. https://doi.org/10.59324/ejceel.2024.2(3).12.

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Education reform demands increased as Kenya entered the twenty-first century. Developing critical thinking, creativity, and practical skills is the main goal of the government's learner-centred Competency Based Curriculum (CBC), which was unveiled in 2017. The goal of the CBC is to develop well-rounded people who can thrive in a world that is changing quickly by placing an emphasis on competency above content. In Kenya, the 8-4-4 system of education has been replaced with the Competency Based Curriculum under the 2-6-3-3 system of education. This signifies the end of a period in which the sect

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Jubaedah, Yoyoh, Neni Rohaeni, Nenden Rani Rinekasari, and Iis Rohmah. "MODEL COMPETENCY BASED ASSESSMENT PADA PENGEMBANGAN JOB PERFORMANCE PUBLIC AREA DI HOUSEKEEPING DEPARTMENT." JKKP (Jurnal Kesejahteraan Keluarga dan Pendidikan) 5, no. 2 (2018): 139–46. http://dx.doi.org/10.21009/jkkp.052.05.

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The purpose of this research is to apply a competency-based assessment model on the job performance of Public Area at Housekeeping Department. The scope of the study produced 2 targets in housekeeping department: 1) competency based assessmen model on the job performance of public area; 2) assessment tool on job performance of public area. This study was used a descriptive method with three stages of development study. First is a preliminary study, second stage is development model, and finally is validation test of the model. The research subject was teacher of public area subject matter, and

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Ilahi, Mounira, Lilia Cheniti Belcadhi, and Rafik Braham. "Semantic Models for Competence-Based Assessment." International Journal of Human Capital and Information Technology Professionals 5, no. 3 (2014): 33–46. http://dx.doi.org/10.4018/ijhcitp.2014070103.

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Recognizing the inadequacy of current traditional knowledge-based assessment systems in Higher Education to achieve performance visibility, it is needed to rethink how to design new assessment approaches that can respond to the corporate requirements of the 21st century and reflect the learners' competences. This paper considers the Competence-Based Assessment. It explores the importance of competency and competence modeling conceptual understanding. The research reviews the benchmark literature on the concepts, models and approaches of competence and competency and explores the confusions sur

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Astashina, O. V. "Assessment of competencies in the Federal state educational standard (FSES) 3++ based on a fuzzy-logical approach." Herald of Dagestan State Technical University. Technical Sciences 48, no. 4 (2022): 72–80. http://dx.doi.org/10.21822/2073-6185-2021-48-4-72-80.

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Objective. The article discusses the methodology for assessing competencies in the educational standards of the Federal State Educational Standard 3++. Method. Competence assessment is carried out through competency indicators. To assess the competence of a complex multilayer object, the mathematical apparatus of the theory of fuzzy sets was used. Result. A step-by-step example of competency assessment is given. The process of transformation of input variables into fuzzy sets is presented - assessments of competency indicators. A trapezoidal scale of linguistic terms has been developed. The pr

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Kim, Youah. "A study on deriving content elements related to Global Competence Education in middle schools: Based on the PISA 2018 Global Competence Assessment." Association of Global Studies Education 16, no. 4 (2024): 241–70. https://doi.org/10.19037/agse.16.4.09.

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Ahead of introduction of revised 2022 National Curriculum for middle schools in 2025, research has been actively investigating how to align international academic achievement results with the curriculum. While agreeing on the necessity of implementing the global education agenda, there was a tendency to be passive in dealing with the concepts of global citizenship and global competency at a general level and in systematizing the content based on the results of assessments. The research draws from the PISA 2018 global competence assessment, specifically selecting key elements related to Global

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Travis, Jamie. "Cross-disciplinary competency standards for work-related assessments: Communicating the requirements for effective professional practice." WORK: A Journal of Prevention, Assessment & Rehabilitation 19, no. 3 (2002): 269–80. https://doi.org/10.3233/wor-2002-00262.

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The purpose of this article is to introduce the cross-disciplinary competency standards for work-related assessments, why they are needed and how they have been developed in New South Wales (NSW). Cross-disciplinary competency standards communicate the benchmarks for effective performance of work-related assessments. They outline what is expected of rehabilitation professionals, including the ability to apply and transfer competence across different conditions and workplace contexts. Outcomes in occupational rehabilitation are affected by the efficacy of the work-related assessments performed,

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Hermayanti, Hermayanti. "Efektifitas Assesment Kompetensi Perawat Manager terhadap Kinerja Perawat." Journal of Comprehensive Science (JCS) 4, no. 1 (2025): 309–21. https://doi.org/10.59188/jcs.v4i1.2974.

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Nurse career development, particularly in the transition from clinical to managerial roles, requires effective competency assessments and performance assessments. This study aims to analyze the relationship between competency assessment and performance assessment in supporting nurse career development. The method used is a literature review using the PICOS framework. Of the 242 articles found, 20 articles were selected for analysis. The results show that competency assessment can improve the quality of nursing services, while professional indicator-based performance assessment helps identify t

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Efremova, Nadezhda. "Problems of competence-based learning in a digital environment." E3S Web of Conferences 273 (2021): 12082. http://dx.doi.org/10.1051/e3sconf/202127312082.

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In the system of higher education the main results of mastering the basic educational programs are the competences of students and graduates. However, in the pedagogical environment, despite the widespread use of the term, there is still no deep understanding of the features of such results and ways to achieve them. Therefore, there is often no clear distinction between cognitive outcomes (knowledge, skills, and abilities) and competence outcomes. There are difficulties in taking into account both conditions and principles of competence formation and specifics of control and assessment process

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Pelawi, Rinawati, Sri Sumarni, and Darmahusni. "Designing ICT Competences-Integrated Grammar Assessment Instruments for English Language Study Program." BAHTERA : Jurnal Pendidikan Bahasa dan Sastra 19, no. 1 (2020): 78–87. http://dx.doi.org/10.21009/bahtera.191.07.

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Technological advancements affect many areas, including education. Proven to bring positive impacts in education, ICT is greatly expected in teaching, learning and assessment. Hence, there is a greater necessity for teachers and lectures to integrate ICT into their teaching, learning, and assessment. This study focuses on the assessment instrument for Grammar course of higher education for English Language Education Study Program. The analysis showed that the ICT Competences integration in the assessment instrument did not reach the levels that are meant for higher education based on standard

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Bershadskaya, Margarita D., Alexandra V. Serova, Alexander Yu Chepurenko, and Elena A. Zima. "Competence-based Approach to Learning Outcomes Assessment: Russian Experience in Sociological Education." Higher Education in Russia 28, no. 2 (2019): 38–50. http://dx.doi.org/10.31992/0869-3617-2019-28-2-38-50.

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The paper considers the methodological approaches to the description of the competency outcomes of education when implementing the federal standards of higher education on the example of the Sociology as an area of study. The authors have offered a methodic for assessment of the competences formation which is based on the so called indicators of achievement of each of the related competences and on the distribution of these indicators among all elements (modules) of the educational program of BA or MA in Sociology. In the paper, a list of indicators of universal (to be achieved in each higher

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Baizak, Usen, Kanapiya Kudabayev, Mariya Dzhazdykbayeva, Gulmira Assilbekova, Bаhyt Baizakova, and Аigul Mintassova. "Competency-based Approach to the Assessment of Professional Training for a Medical Student to Work with Medical Equipment." International Journal of Emerging Technologies in Learning (iJET) 12, no. 06 (2017): 108. http://dx.doi.org/10.3991/ijet.v12i06.7008.

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The article solves the problem of describing the professional training for a medical graduate in terms of competency-based approach and identification of ways to develop these qualities to work with medical equipment. A model for the competence formedness level assessment has been elaborated, which indicates all its input and output parameters. On the basis of the developed methods and algorithms for calculating the competence formedness level for the training course ‘Anesthesiology, Resuscitation, and Intensive Care’ a calculation has been made of all the required importance coefficient

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Смирнова, А. Р., and Е. Ю. Пряжникова. "THE CONCEPTS OF “COMPETENCE” AND “COMPETENCIES” IN RETROSPECTIVE AND MODERN TIME." Человеческий капитал, no. 3(183) (March 21, 2024): 206–19. http://dx.doi.org/10.25629/hc.2024.03.19.

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Цифровизация общества внесла свои коррективы в требования, предъявляемые к обучающимся на всех уровнях образования. Образовательные организации пересмотрели технологии обучения и «перешли» на обучения через результат в рамках компетентностного подхода. С середины XX в. психологи оперируют такими понятиями, как «компетенция» и «компетентность». На протяжении развития компетентностного подхода понимание к компетенции и компетентности существенно менялись. Изначально «компетенция» и «компетентность» рассматривались как тождественные понятия (D. O. Hebb, L. M. Spencer, M. M. S. Varadan), с начала

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Chatterji, Madhabi, Mark J. Graham, and Peter C. Wyer. "Mapping Cognitive Overlaps Between Practice-Based Learning and Improvement and Evidence-Based Medicine: An Operational Definition for Assessing Resident Physician Competence." Journal of Graduate Medical Education 1, no. 2 (2009): 287–98. http://dx.doi.org/10.4300/jgme-d-09-00029.1.

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Abstract Purpose The complex competency labeled practice-based learning and improvement (PBLI) by the Accreditation Council for Graduate Medical Education (ACGME) incorporates core knowledge in evidence-based medicine (EBM). The purpose of this study was to operationally define a “PBLI-EBM” domain for assessing resident physician competence. Method The authors used an iterative design process to first content analyze and map correspondences between ACGME and EBM literature sources. The project team, including content and measurement experts and residents/fellows, parsed, classified, and hierar

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Nguyen Cong, Khanh, Oanh Dao Thi, Hue Nguyen Thi, Hien Nguyen Vu Bich, Son Vu Thi, and Quang Nguyen Vinh. "Developing Student Outcome Standard Framework for Competence-Based Teacher Training Programs in Universities of Education." Journal of Science Educational Science 65, no. 9 (2020): 164–79. http://dx.doi.org/10.18173/2354-1075.2020-0103.

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The current study presents the development of a student outcome standard framework for competence-based teacher training programs in universities of education. The outcome standard framework was built in direction of approaching students’ quality, competency including 5 standards: Key qualities; Core competences; Pedagogical competence; Specialistic scientific competence; Self-study, research and profession development competence. Based on this standard framework, education universities can build student outcome standards for each training program following a multiple-step controlled process.

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Mardiah Mardiah. "The Correlation between Teaching-Learning Process and Teacher Competency Assessments." Harmoni Pendidikan : Jurnal Ilmu Pendidikan 1, no. 2 (2024): 255–79. https://doi.org/10.62383/hardik.v1i2.311.

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Teacher competency assessment plays a crucial role in providing valuable insights into the expected outcomes of the teaching profession. By employing such assessments, miscommunication regarding the desired quality of a teacher’s work can be minimised while enhancing teacher productivity through constructive feedback for those who excel. Furthermore, the implementation of teacher competency assessments aims to acquire valid, up-to-date, and authentic evidence, specifically in areas related to the learning process and a teacher’s proficiency in pedagogy, social skills, personality traits, and p

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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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Brown, Crystal E., Anthony L. Back, Dee W. Ford, et al. "Self-Assessment Scores Improve After Simulation-Based Palliative Care Communication Skill Workshops." American Journal of Hospice and Palliative Medicine® 35, no. 1 (2016): 45–51. http://dx.doi.org/10.1177/1049909116681972.

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Background: We conducted a randomized trial of a simulation-based multisession workshop to improve palliative care communication skills (Codetalk). Standardized patient assessments demonstrated improved communication skills for trainees receiving the intervention; however, patient and family assessments failed to demonstrate improvement. This article reports findings from trainees’ self-assessments. Aim: To examine whether Codetalk resulted in improved self-assessed communication competence by trainees. Design: Trainees were recruited from the University of Washington and the Medical Universit

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Sukatiman, Sukatiman, Jauhan Budiwan, and Waluyo Waluyo. "Integrated Test Model on Professional Certification Through Outcome-Based Education Implementation." QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 15, no. 2 (2023): 1089–100. http://dx.doi.org/10.37680/qalamuna.v15i2.3423.

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In contrast to previous research, the professional competency test of building engineering expert schemes offer blended integration assessment through the application of media mockup and ICT devices that are appropriate to the industry so that the assessment plays an active role in solving the problems to achieve the Outcome-Based Education (OBE) characteristics. The research purpose is to implement integration tests in the cognitive domain, and skills domain of the student end semester university to reach competence according to the Indonesian Standard of Professional Certification (BNSP). Th

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DeWitt, Dorothy, and Suet Fong Chan. "Developing Intercultural Communicative Competence: Formative Assessment Tools for Mandarin as a Foreign Language." Malaysian Journal of Learning and Instruction (MJLI) Vol. 16, (No.2) Dec 2019 16, Number 2 (2019): 97–123. http://dx.doi.org/10.32890/mjli2019.16.2.4.

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Purpose - Intercultural communicative competence (ICC) is important in intercultural exchange, to address problems and conflicts which may arise due to miscommunication that results from interlocutors’ diverse cultural and linguistic backgrounds. Interlocutors may have different perceptions and interpretations of communicative behaviour. However, cultural and intercultural aspects seem to be ignored in teaching Mandarin as a foreign language (MFL) in Malaysian higher education institutions. Hence, the ICC level among local MFL learners is unknown. In this study, formative assessments were desi

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Bushuyev, Sergiy D., Denis A. Bushuev, Natalia S. Bushuyeva та Boris Yu Kozyr. "ІНФОРМАЦІЙНІ ТЕХНОЛОГІЇ РОЗВИТКУ КОМПЕТЕНЦІЙ МЕНЕДЖЕРІВ З УПРАВЛІННЯ ПРОЕКТАМИ НА ОСНОВІ ГЛОБАЛЬНИХ ТРЕНДІВ". Information Technologies and Learning Tools 68, № 6 (2018): 218. http://dx.doi.org/10.33407/itlt.v68i6.2684.

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Global processes and their trends taking place in various fields of knowledge with a significant acceleration affect the development of information and communication technologies and project management competences, programs and project portfolios. The purpose of the article is to develop and investigate the mechanisms for assessing the project managers’ competences for their development based on global trends and Agile's flexible methodology in project management in creating modern information and communication technologies in the field of project management. Global trends that create challeng

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Gunjal, Prof S. P., Vedant Kharatmal, Jay Rane, Ritesh Deo, and Aditi Mahamuni. "Competency Assessment." International Journal for Research in Applied Science and Engineering Technology 11, no. 11 (2023): 358–61. http://dx.doi.org/10.22214/ijraset.2023.56515.

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Abstract: In an era of diverse educational and career opportunities, the process of guiding students toward well-informed decisions is increasingly complex. Competency assessment projects, driven by computer-based assessments and machine learning algorithms, have emerged as a promising solution. This research paper explores the intricate synergy of technology and education in competency assessment. It delves into the design of comprehensive assessments that transcend conventional knowledge-based tests, focusing on students' problem-solving skills, critical thinking abilities, and personal inte

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Desyatov, Tymofiy. "Peculiarities of Professional Training Standards Development and Implementation within Competency-Based Approach: Foreign Experience." Comparative Professional Pedagogy 5, no. 4 (2015): 27–32. http://dx.doi.org/10.1515/rpp-2015-0061.

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Abstract The article analyzes the development of competency-based professional training standards and their implementation into educational process in foreign countries. It determines that the main idea of competency-based approach is competency-and-active learning, which aims at complex acquirement of diverse skills and ways of practice activities via mastering respective competences. The article states that competency is the product of competence due to which a person successfully realizes themselves in different spheres of their professional engagement, gains social independence and becomes

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Sellberg, Charlott. "Pedagogical dilemmas in dynamic assessment situations: perspectives on video data from simulator-based competence tests." WMU Journal of Maritime Affairs 19, no. 4 (2020): 493–508. http://dx.doi.org/10.1007/s13437-020-00210-2.

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AbstractThis study investigates navigation instructors’ explanations of dynamic assessment practices during simulator-based competency tests, adopting a video-stimulated recall method. Episodes of authentic video materials from simulator-based competency tests are selected and subjected to interaction analysis. In the next step, the episodes are used for conducting stimulated recall interviews with navigation instructors (n = 11) in two focus groups. The results reveal the dynamic nature of assessing competence as well as how instructors participating in focus groups identified and critically

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Pankina, S. I., and M. N. Lyutikova. "A fuzzy model for assessing mathematical competences of university students." SHS Web of Conferences 164 (2023): 00064. http://dx.doi.org/10.1051/shsconf/202316400064.

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Within a competency-based approach to professional education, the paper outlines the concept of mathematical competence, grounds an urgency for effective mathematical competences and their assessment through a constructed fuzzy model. It promotes objective criteria for defining quantitative and qualitative indicators and assessing the level of all components. The topic addressed is novel in that it develops and implements a system for assessing the level of professional mathematical competences in tertiary education. The model constructed for evaluating the outcomes, based on the selected crit

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Fadieny, Nurul, Ahmad Fauzi, Widya Widya, Riza Andriani, and Amam Taufiq Hidayat. "Efektivitas Modul Elektronik Fisika Berbasis Experiential Learning Berbantuan Smartphone terhadap Peningkatan Kompetensi peserta Didik." Jurnal Ilmiah Dikdaya 13, no. 2 (2023): 486. http://dx.doi.org/10.33087/dikdaya.v13i2.519.

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This study is part of development research using the Plomp model in the assessment phase, namely the effectiveness test. The goal to be achieved is to see the effectiveness of the physics electronics module based on experiential learning assisted by smartphone in increasing student competency. Data collection in this study was carried out using three instruments: the attitude competency instrument in the form of self-assessment, the knowledge competency instrument in the form of a test with 25 multiple-choice questions, and the skills competency instrument in the form of a performance assessme

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劉佩雲, 劉佩雲, 劉恆昌 Liu, Pei-Yun та 邱以正邱以正. "素養導向的概念為本閱讀課程設計與評量". 教育研究月刊 329, № 329 (2021): 095–111. http://dx.doi.org/10.53106/168063602021090329007.

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Pane, Sanusi Gazali, and Saparuddin Siregar. "SKILLS BASED COMPETENCY AND COMPETITIVENESS OF ACCOUNTING PRACTITIONERS IN ASEAN EMERGING MARKET." International Journal of Economic, Technology and Social Sciences (Injects) 2, no. 2 (2021): 478–87. http://dx.doi.org/10.53695/injects.v2i2.537.

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Competency frameworks are urgently needed by accounting practitioners within organizations to carry out their roles effectively. Moreover, in the context of economic integration and labor mobility between regional countries, the role of accounting practitioners becomes one of the eight professions affected by professional competition. The purpose of this research is to measure the level of competence of accounting practitioners using competency assessment methods that refer to technical and non-technical assessments through the collection of relevant evidence on accounting work. The results of

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Gadusova, Zdenka, and Lubica Predanocyova. "Developing Teacher Competences in Student Teacher Populations." Education Research and Perspectives 45 (2018): 93–121. https://doi.org/10.70953/erpv45.18009.

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Slovak education is currently undergoing a reform process aimed at achieving better quality in the education and learning outcomes of students. A decrease in the number of teachers, and applicants for teacher training programs, as well as the drop in interest of the graduates to work at schools has been observed for some time. Regarding the recruitment of students for teaching profession, recent years have been marked by a lower quality of applicants for teacher training programs and, in relation to lower number of applicants, also by the lack of adequate choice of prospective students. The pa

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Katona, Nora. "Assessment Strategies and Evidence-Based Interventions." Przedsiębiorczość - Edukacja 13 (December 17, 2017): 304–13. http://dx.doi.org/10.24917/20833296.13.22.

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An overview of assessment strategies in an evidence-based programme aimed at promoting entrepreneurial skills of disadvantaged young people. Key-elements of evidence-based programs are reviewed and the development of a competence questionnaire to fulfil the requirements of assessments of evidence-based programme development practices and research based on Chorpita’s (2003) categorization. The strategies of selecting scales to utilize in content validation of the ten competencies identified are provided. Self-efficacy, assertive behaviour, locus of control scales, as well as the Strengths and D

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Budiani, Meita Santi, Ni Wayan Sukmawati Puspitadewi, Muhammad Syafiq, and Satiningsih. "PENERAPAN PROJECT BASED LEARNING PSYCHOLOGICAL ASSESSMENT TOOLS UNTUK MENINGKATKAN KOMPETENSI REKRUTMEN." PUSAKO : Jurnal Pengabdian Psikologi 2, no. 1 (2023): 1–7. http://dx.doi.org/10.24036/pusako.v2i01.24.

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Psychology students are required to have competence in the field of psychological assessment. This competency includes administering tests, giving instructions, and scoring test results. However, the time provided by the campus for providing psychological assessment practices for students is not sufficient for developing these competencies, especially during a pandemic where lectures are conducted online. Lack of insight, knowledge, and skills regarding the use of psychological assessment tools is an obstacle for them to find work in the future. The goal to be achieved is to increase students'

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Munawar, Wahid. "Assessment of Competency Based on Dicotomic Scoring to Diagnose Students 'Skills in Vocational Learning in Vocational Schools." Journal of Vocational Education Studies 4, no. 1 (2021): 89. http://dx.doi.org/10.12928/joves.v4i1.3823.

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Assessment of competency in schools is carried out by teachers using conventional tests, consists of multiple choice tests, essay tests, and skills tests using open scoring competency tests based on the teacher's principle of "being in charge" in scoring. Therefore, a assessment of competency tool is needed that measures the real competence of students. The research objective was to diagnose students' skills in automotive body vocational learning through a dichotomy scoring competency test. The research method used is pre experimental design (non designs) one shot case study. The research was

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Rufiana, Intan Sari, Slamet Arifin, Wahyudi, Tesya Mahdaniya Ode Naana, Astika Berliana Wanti, and Elsa Haruna Dewi. "Improving teacher competence in designing minimum competency assessment tasks." Transformasi: Jurnal Pengabdian Masyarakat 20, no. 1 (2024): 170–80. http://dx.doi.org/10.20414/transformasi.v20i1.8725.

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[Bahasa]: Asesmen Kompetensi Minimum (AKM) berfungsi sebagai salah satu indikator untuk menilai kemampuan siswa dalam mencapai tujuan pendidikan. Oleh karenanya, kemampuan menyusun soal berbasis AKM penting dimiliki oleh guru untuk meningkatkan kualitas pembelajaran. Tujuan pengabdian kepada masyarakat ini adalah untuk meningkatkan keterampilan guru dalam menyusun soal AKM. Metode dalam program pengabdian ini adalah lesson study. Lesson study terdiri dari tiga tahapan kegiatan yakni plan (perencanaan), do (pelaksanaan) dan see (merefleksikan). Mitra pengabdian adalah guru-guru yang tergabung d

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Khan, Fawad, and Essi Vuopala. "Digital Competence Assessment Across Generations." International Journal of Digital Literacy and Digital Competence 10, no. 2 (2019): 15–28. http://dx.doi.org/10.4018/ijdldc.2019040102.

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Based on the European framework (DigComp), a self-assessment tool digital competency wheel is used for this quantitative study to measure the individuals' perceptions toward digital competence. With a sample of 197 individuals from different generations in Finland, this study aims to provide empirical evidence that generational technological abilities are diverse. The data in this study show that “Net Generation,” also coined as “digital natives,” has obtained the highest level of digital competence. Nevertheless, when looking at the performance of all the investigated groups, the slight inter

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Sverdlova, Iryna, and Maryna Rubtsova. "Assessment of a Language Teacher’s Professional Competence." 93, no. 93 (September 12, 2021): 84–89. http://dx.doi.org/10.26565/2227-8877-2021-93-11.

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The intent of the article is to study approaches that could be used to assess a language teacher’s professional competence. The authors state that authorities often do not distinguish the concepts “competence” and “competency”, and there is no one unique approach for assessing teachers’ work. We showed that the problem could be investigated within the frames of a competency-based approach. The term competency is wider than competence, and it embraces not only the sub-competencies, such as micro and macro skills, but personal qualities, which should also become the object of assessment. The fol

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Rini, Titis Angga, Puri Selfi Cholifah, Ni Luh Sakinah Nuraini, and Kay Margetts. "Readiness of Elementary Teachers in Minimum Competency Assessment: Teachers' Competence in Arranging Literature and Numeration Tests." Profesi Pendidikan Dasar 8, no. 2 (2021): 156–69. http://dx.doi.org/10.23917/ppd.v8i2.16157.

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Minimum competency assessment is a new challenge for classroom teachers in implementing and integrating it in learning to maximize its diagnostic and curative function on the quality of Indonesian education. This is the background of this research to analyze the readiness of teachers in arranging literacy and numeracy tests in elementary schools. This study used a content analysis design to reveal a test prepared by elementary school teachers for minimum competency assessment involving 30 elementary school teachers. Data analysis results are presented in the form of percentage accuracy of item

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Oola, James, Rachel Nambuya, Simon Masaba, Denis Omara, and Dennis Zami Atibuni. "Scenario-Based Assessment as a Driver of the Lower Secondary School Competency-Based Curriculum in Uganda." European Journal of Contemporary Education and E-Learning 2, no. 6 (2024): 29–43. https://doi.org/10.59324/ejceel.2024.2(6).02.

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Adopting a Competency-Based Curriculum (CBC) marks a significant shift in educational paradigms, with scenario-based assessment emerging as a cornerstone of this evolution. Grounded in Constructivist Learning Theories, Situated Learning Theory, and Problem-Based Learning theory, scenario-based assessment immerses students in real-world situations, fostering active learning, critical thinking, and practical competence. Scholars highlight various forms of scenario-based assessment, including case studies, simulations, and problem-based scenarios, each offering unique benefits for evaluating stud

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Mikelsone, Ilze, Jana Grava, and Vineta Pole. "Pre-school Teachers' professional development needs concerning competency-based teaching." Cypriot Journal of Educational Sciences 17, no. 1 (2022): 306–19. http://dx.doi.org/10.18844/cjes.v17i1.6716.

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The competency-based approach is currently introduced throughout the whole pre-school education system, and this process reveals the uncertainty, doubts, confusion, and unpreparedness of teachers for the implementation of this task. It also highlights the need to provide new guidance for the professional development of in-service teachers. The article presents the results of a survey on the professional needs of pre-school teachers for implementing a competency-based approach. The research data is obtained from focus group discussions, teacher surveys, and self-assessments from teachers’ profe

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Nureroan, Elvis Elieser. "Peningkatan Kompetensi Guru Dalam Menyusun Penilaian Berbasis Kurikulum-13 Melalui Supervisi Akademik." Didaktika 1, no. 3 (2021): 634–46. http://dx.doi.org/10.17509/didaktika.v1i3.43983.

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The most effective step to improve teacher competence in the preparation of assessments is through structured guidance, namely in academic supervision activities. The aims of this study were (1) to describe the implementation of academic supervision in preparing the 2013 curriculum-based assessments and (2) describe the increase in the competence of teachers of SMP Negeri 1 Inanwatan, South Sorong, West Papua Province in preparing 2013 curriculum-based assessments. This study uses a school action research design (SAR). Based on data exposure, findings, and discussion of research results on aca

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Rizka Shofrotul Muna and Andriyastuti Suratman. "Implementasi Manajemen Talenta Melalui Penilaian Kompetensi ASN Jabatan Pengawas Pemerintah Kabupaten Pekalongan." Dinamika Publik: Jurnal Manajemen dan Administrasi Bisnis 2, no. 1 (2024): 120–31. http://dx.doi.org/10.59061/dinamikapublik.v2i1.612.

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Talent management in the Regulation of the Minister for Empowerment of the State Civil Apparatus and Bureaucratic Reform of the Republic of Indonesia Number 3 of 2014 is a career management system which includes acquisition, retention, development, and placement of talent to occupy positions based on the potential and competence of the State Civil Apparatus in accordance with the position qualifications position. ASN competency to be able to occupy certain positions is assessed in several ways, one of which is using a competency assessment. The Pekalongan Regency Government through the Personn

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ZHANG, Xiaoyan, Jiaao CHENG, and Hongjun XUE. "A novel noise assessment method based on human core competency." Xibei Gongye Daxue Xuebao/Journal of Northwestern Polytechnical University 41, no. 3 (2023): 621–25. http://dx.doi.org/10.1051/jnwpu/20234130621.

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The tough noise environment in helicopter cockpit can passively influence pilots in mental and physical way, weaken their core competency, and as a result, maybe causing pilot error and even accidents. The current research can evaluate the physical characteristics of noise and its impact on emotion such as noise annoyance, but it ignores the impact of cockpit noise on human competence. Therefore, this paper establishes a noise evaluation and prediction model based on core competence with task performance, cognitive load and eye movement data. Experiment is designed and implemented in three noi

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Wahyuni, Dessy Seri, Ketut Agustini, and Gede Ariadi. "An AHP-Based Evaluation Method for Vocational Teacher‘s Competency Standard." International Journal of Information and Education Technology 12, no. 2 (2022): 157–64. http://dx.doi.org/10.18178/ijiet.2022.12.2.1599.

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Teacher competency standards are the main guidelines for assessing the initial academic qualification of teachers. The basis for the assessment of teacher performance is the sustainable development of their professional career. This research reassesses teachers' competency standards in vocational high schools (VHSs) to sufficiently explain the competence in teaching tailored to the needs of the industrial world. This research aims at an assessment structure established on the Analytic Hierarchy Process (AHP) to assess such competency standards for VHS teachers steadily to assess such competenc

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Levy, Yair, and Michelle M. Ramim. "An Assessment of Competency-Based Simulations on E-Learners’ Management Skills Enhancements." Interdisciplinary Journal of e-Skills and Lifelong Learning 11 (2015): 179–90. http://dx.doi.org/10.28945/2309.

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There is a growing interest in the assessment of tangible skills and competence. Specifically, there is an increase in the offerings of competency-based assessments, and some academic institutions are offering college credits for individuals who can demonstrate adequate level of competency on such assessments. An increased interest has been placed on competency-based computer simulations that can assist learners to gain tangible skills. While computer simulations and competency-based projects, in general and particularly in management, have demonstrated great value, there are still limited emp

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Ilahi-Amri, Mounira, Lilia Cheniti-Belcadhi, and Rafik Braham. "A Framework for Competence based e-Assessment." Interaction Design and Architecture(s), no. 32 (March 20, 2017): 189–204. http://dx.doi.org/10.55612/s-5002-032-012.

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In recognition of changes to the typical patterns of working life, Higher Education in overall the world is currently laying great stress on Competence-based learning. Nevertheless, while lifelong learning is increasingly influencing university and workplace in overall the world, some critical issues still have to be worked out so as to reach its full potential. Since, it appears to address the assessment expectations of these competences. This concern has not been sufficiently investigated and only a minority provided some efforts to grant the fundamental models to assess Learners based on th

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Kurniarini, Ni Nyoman Yunike, Untung Waluyo, and Kamaludin Yusra. "ASSESSING TOURISM STUDENTS’ ENGLISH PROFICIENCY COMPETENCE BASED ON ASEAN COMMON COMPETENCY STANDARD." Yavana Bhasha : Journal of English Language Education 4, no. 2 (2021): 1. http://dx.doi.org/10.25078/yb.v4i2.2766.

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This study is aimed to analyze the tourism students’ English proficiency competence based on ASEAN Common Competency Standard (ACCS). The study used a descriptive qualitative method and the data were gained through English competency based workplace assessment for the students in three sub divisions at PDD Lombok Barat; hotel accommodation, culinary, and hotel engineering. The findings of the study showed that more than half of tourism students are still in the category of “low competence” in attaining English competencies based on ACCS.

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Ni'amah, Afi. "Teachers’ Profile on Minimum Competency Assessment Tasks Implementation in Senior High School Level." Prosodi 16, no. 2 (2022): 82–87. http://dx.doi.org/10.21107/prosodi.v16i2.15902.

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Pandemic era has given amendment toward education that the government legalizes new regulation related to learning quality by considering assessment matter. In relation to assessment, minimum competency assessment is the first aspect to be deliberated. It made the society is not prepared and get incomprehensible. Considering teachers take essential role in the implementation of the new regulation, investigation on teachers’ competence on designing minimum competency assessment task comes into concern. In analyzing teachers’ competence, qualitative method was prepared by combining documentation

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Sari, Novita Kurnia, Azizah Khoiriyati, Lelly Lusmilasari, Eny Hernani, Rubiyanto Rubiyanto, and Ratna Tri Susanti. "Optimizing the Ability of Nurse Managers to Conduct Mentorship as an Effort to Improve Clinical Nurse Competence." Proceeding International Conference of Community Service 1, no. 1 (2023): 409–15. http://dx.doi.org/10.18196/iccs.v1i1.67.

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Abstract. Continuing Professional Development (CPD) is essential for nursing professionals to acquire, maintain and improve the knowledge and skills required to provide person-centered care that is safe and effective. CPD aims to improve nurses' competence, safety, and professionalism. One of the factors that influence nurses to continuously improve their competence is the influence of nurse managers. Lack of manager leadership can result in low nurse involvement in the CPD program so that opportunities for competency improvement are reduced. PKU Muhammadiyah Gamping Hospital has a number of n

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Attallah, Dena, and Abd Alhadi Hasan. "Approach to Developing a Core Competency Framework for Student Nurses in Saudi Arabia: Results from Delphi Technique." Nursing Reports 12, no. 1 (2022): 29–38. http://dx.doi.org/10.3390/nursrep12010004.

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Background: Competence, while firmly established as a primary conceptual framework in nursing education, continues to lack clarity and uniformity across borders and contexts. While a wealth of research has been carried out on the various dimensions of this concept, including the drafting and implementation of frameworks for nursing competence, no unifying international framework has been forthcoming. Indeed, the continued development of more localized approaches, based on geography or specialization, would appear to be the most realistic objective. It is incumbent on nurse educationalists and

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Ott, Mary C., Rachael Pack, Sayra Cristancho, Melissa Chin, Julie Ann Van Koughnett, and Michael Ott. "“The Most Crushing Thing”: Understanding Resident Assessment Burden in a Competency-Based Curriculum." Journal of Graduate Medical Education 14, no. 5 (2022): 583–92. http://dx.doi.org/10.4300/jgme-d-22-00050.1.

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ABSTRACT Background Competency-based medical education (CBME) was expected to increase the workload of assessment for graduate training programs to support the development of competence. Learning conditions were anticipated to improve through the provision of tailored learning experiences and more frequent, low-stakes assessments. Canada has adopted an approach to CBME called Competence by Design (CBD). However, in the process of implementation, learner anxiety and assessment burden have increased unexpectedly. To mitigate this unintended consequence, we need a stronger understanding of how re

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Djalil, Noviendri, and Saiful Anwar. "Balanced Scorecard Performance Evaluation Model for Waqf Institution." ZISWAF: JURNAL ZAKAT DAN WAKAF 9, no. 2 (2022): 93. http://dx.doi.org/10.21043/ziswaf.v9i2.13519.

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<p><em>Nazir Professional supports the management and utilization of productive waqf in Indonesia with measurable performance and competence. This study aimed to contribute to the Indonesian Waqf Board in evaluating Nazir's performance and competence in managing productive waqf through Key Performance Indicators (KPI). A descriptive qualitative analysis was conducted on previous studies to examine Nazir's performance and competence through KPIs based on the Balanced Scorecard. KPIs and periodic evaluations could make Nazir work more productively and professionally to increase the g

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黃子婕, 黃子婕, 溫舒瑜 Tzu-Jie Huang, 劉政亨 Shu-Yu Wen та ін. "勝任能力導向醫學教育中的群體決策-臨床能力委員會". 醫療品質雜誌 17, № 4 (2023): 012–19. http://dx.doi.org/10.53106/199457952023071704002.

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<p>臨床能力委員會(Clinical Competency Committee, CCC)在勝任能力導向醫學教育的總結性評量中扮演重要的角色。委員會根據以評量藍圖執行的職場觀察評量結果，進行系統性的討論，對學員的能力進展做出公正可靠的判斷，回饋給相關利害關係人，並協助學員擬定個人化之補強訓練計畫。進行會議前應有共識會議、師資培育課程、及學員能力進展資料閱讀，事前的學員自我評量能夠促進學員與教師對學員能力進展的認知，並促進學員對於教師回饋的接納理解程度；會議中須建立結構化的決策過程，最終獲得客觀且可信的決策成果；會議後應向學員提供回饋，並協助制訂補強學習計畫或提供訓練協助規劃。藉由完善的CCC程序，可提升臨床醫事人員的訓練品質、教師教學水準、醫療服務品質及專業認同。</p> <p>&nbsp;</p><p>Clinical Competency Committee (CCC) plays a key role in the summative assessment of competency-based medical education (CBME). Specifically, CCC conducts systematic discussions according to the results of wor

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