Competency Assessment Research Articles

Validation of rubric-based evaluation for bachelor's theses in a food science and technology degree.

An effective evaluation of a bachelor's thesis (BT) needs the use of valid tools such as rubrics. There are few studies providing a validation of rubrics for these theses and even fewer in the academic field of food science and technology; hence the aim of this study was to validate a rubric for the assessment of relevant competencies in the BT. Ninety-seven students presented their thesis and 56 teachers participated as members of the committees. The degree of relevance, suitability, and clarity of the rubrics were assessed as well as the relationship between student perception and academic performance and the congruence between the teacher's and students' evaluations. The content validity index and intraclass correlation coefficient (ICC) were calculated. Students had a moderate level of knowledge about rubrics, but they mostly agreed with the premise that the rubrics are an accurate tool to assess the quality of BTs. Teacher's and student's marks mostly aligned. No significant relationship was found between the positive perception of rubric's validity and the final grades. Regarding clarity, suitability, and relevance as perceived by teachers, the used rubrics were highly valued. The ICC of criteria indicated that the rubrics were valid in the studied terms. Hence, the validation of a food science and technology degree BT assessment system based on a rubric has been achieved. Supporting Information PRACTICAL APPLICATION: The conclusions drawn from this research could enable teachers at other universities to use this methodology for validating their rubrics for bachelor's theses. Furthermore, they could use this validated rubric to evaluate projects presented at their respective institutions.

Comparative Study of the National Test Based on Core Competencies (Sichuan Version) and the New National College Entrance Examination (National Version)

This study aims to comparatively analyze the differences in the Chinese language component between the National Curriculum (Sichuan) based on core competencies and the New National Curriculum for the College Entrance Examination. With the upcoming reform of the “New National Curriculum for Chinese Language in the College Entrance Examination” in Sichuan region in 2025, understanding the similarities and differences between the two is crucial for educational practitioners and students in the region. The research finds that the New National Curriculum places a stronger emphasis on the assessment of core competencies, including language comprehension and application, thinking development and quality, cultural inheritance and innovation. In contrast, the National Curriculum (Sichuan) focuses more on the assessment of basic knowledge and skills. This study aims to provide references for educational practices in Sichuan, assisting teachers and students in better adapting to the requirements of the new college entrance examination.

A pre-longitudinal screen of performance in an integrated assessment of throwing and catching competence

ABSTRACT Background: The ability to adapt motor skill performance to a variety of conditions is vital to success in physical activity settings. Valid and reliable measurements of motor competence (MC) are critical for understanding its impact on physical health. Many widely used MC assessments evaluate the performance of isolated motor skills, place performers in highly standardized environments, and limit opportunities to adapt performance. Consequently, evaluations of motor skill performance using these tools may not adequately differentiate motor skill levels. Assessing MC in more dynamic performance contexts may enhance the utility of MC measures. Purpose: The purpose of this study was to examine the developmental validity of scores on a combined throwing and catching assessment. Data Collection and Analysis: Data were collected on a convenience sample (n = 873, n female = 320, age = 14.7 years ± 4.2). Participants threw a regulation tennis ball against a wall from a distance three times their standing height and caught it as many times as possible in 30 s. Performers were free to use any throwing pattern (e.g. over/underarm) or task strategy (e.g. speed, trajectory of ball, ball bouncing, one- or two-handed catch). The highest number of catches between two 30-second trials was used for analysis. Descriptive statistics were calculated for the total sample and for males and females separately. Pearson correlations were used to evaluate the relationship between throw-catch assessment (TCA) scores and age. We evaluated the relationship between TCA score, sex, and age via hierarchical regression with TCA score as the dependent variable using three models: (1) Participant sex as the sole predictor, (2) sex and age as predictors, and (3) sex, age, and the quadratic term for age (age2). Additionally, we evaluated the reliability of scores on TCA assessment trials via intraclass correlations (ICCs) using a two-way, fixed effects model. Results: The mean TCA score was 11.34 (± 5.44; M females = 9.18 ± 4.80, M males = 12.59 ± 5.40). Strong relationships were observed between TCA score and age (r = .743, r females = .698, r males = .746; all significant at p < .001). Significant increases in model fit were observed at each stage of the hierarchical regression (Model 1: R 2 = .091, p < .01; Model 2: ΔR 2 = .484, p < .01; Model 3: ΔR 2 = .009, p < .01), with the final model indicating significant effects for sex (β male = 1.95, p < .01), age (β = 2.01, p < .01) and age2 (β = –.04, p < .01) on TCA score (R 2 = .584, F 3,869 = 406.7, p < .001). Finally, there was good reliability between scores on the two TCA trials (ICC = .875, F 872,873 = 14.97, p < .001). Discussion: These data provide preliminary evidence for the developmental validity of the TCA across childhood to young adulthood. The ability to differentiate skill levels across a wide age-range can enhance the ability to track MC across the lifespan and better understand the relationship between covariates of MC across the lifespan. These data provide support for a MC assessment that can be used by researchers and practitioners to evaluate throwing and catching skill in a swift and ecologically valid way.

Virtual assessment in Physiotherapy: Examining perceptions, constructs, and tool characteristics

Introduction: Objective structured clinical examinations have traditionally been used to assess clinical skills. However, these face-to-face clinical assessments were hindered by physical and social restrictions imposed during COVID-19. This created a need to develop novel approaches for reliable assessment of clinical skills. We explored and evaluated a virtual exercise teleconsultation assessment (VETA) to replicate a teleconsultation setting where physiotherapy students were assessed on exercise prescription and coaching skills. Methods: We conducted a cross-sectional mixed-methods study using convenience sampling. A VETA was implemented for 172 physiotherapy students via Zoom to allow synchronous interaction with standardised patients (SPs). 67 students and 9 SPs completed two separate post evaluation surveys on themes relating to administration, support, authenticity, effectiveness, and value of the VETA. Likert-type responses were categorised as positive, neutral, or negative while coded qualitative responses were consolidated into themes by inductive content analysis. Results: 76% of students agreed that the assessment was authentic while 93% felt that the SPs were realistic and believable. Responders also highlighted important challenges including the limited camera viewing angle, time and space constraint, adequacy of equipment and reliability of connectivity. Exploratory factor analysis of responses revealed three latent constructs: (1) clarity of assessment, (2) clinical relevance, and (3) value of assessment. Conclusion: Despite the technical challenges, VETA demonstrated clarity and value as an alternative assessment and showed relevance to future telehealth practice, which is increasingly pervasive in clinical settings. This paper demonstrates a feasible approach for the virtual assessment of clinical competencies. Keywords: Health Sciences Education, Virtual Assessment, Clinical Skills, OSCE, Physiotherapy, Exercise Prescription

Analysis of Digital Literacy of MIPA and MIPA Education Students

UNCEN Mathematics and Natural Sciences Education Department students are students who actively play a role in utilizing digital information sources. However, this raises problems regarding the use of digital sources. So because of the problems that often occur, it is not yet known whether students have utilized digital resources properly and correctly, so research needs to be conducted to find out more about what the digital literacy of students majoring in Mathematics and Natural Sciences Education is like in supporting learning using instant DCA (Digital Competence Assessment) measurements. which is a model and instrument used to determine and measure a person's digital literacy abilities. The research results show that the digital literacy skills of students majoring in P.MIPA in using technology are in the sufficient category with a percentage achievement of 59.25%. In the cognitive dimension, the overall percentage of results was 54.92%, which was categorized as sufficient. Meanwhile, in the ethical dimension, the overall percentage of results was 62.76%, which is categorized as good

Effect of evidence-based nursing practices training programme on the competency of nurses caring for mechanically ventilated patients: a randomised controlled trial

BackgroundEvidence-Based Practice (EBP) has been recognised worldwide as a standardised approach for enhancing the quality of healthcare and patient outcomes. Nurses play a significant role in integrating EBP, especially in Intensive Care Unit (ICU). Consequently, this study aims to examine the effect of an adapted evidence-based nursing practices training programme on the competency level of nurses caring for mechanically ventilated patients.MethodsA prospective open-label parallel 1:1 randomised controlled trial was conducted on 80 nurses caring for ICU patients at the National Hepatology and Tropical Medicine Research Institute, Egypt. The trial was carried out between November 2022 and February 2023 under the registration number NCT05721664. The enrolled nurses were randomly divided into intervention and control groups. The intervention group received the evidence-based nursing practice training programme (EBNPTP) in accordance with the Johns Hopkins EBP conceptional model, whereas the control group received traditional in-service education. Four assessments (one pre- and three post-assessments) were conducted to evaluate nurses’ competency level over time using the adapted evidence-based nursing competency assessment checklist. The primary endpoint was an increase the competency levels among nurses caring for mechanically ventilated patients.ResultsThe current study results revealed statistically significant differences between intervention and control groups in relation to their level of competency across the three post-assessments, with (p <.001). The study also demonstrated that the nurses’ competency level continued to decline significantly over time, with (p <.001). Additionally, a significant correlation was found between the nurses’ pre-assessment and educational level, acting as independent variables (predictors), and the third endpoint assessment (p <.01), indicated by multiple linear regression.ConclusionThe EBP training programme demonstrated a significant increase in the nurses’ level of competency compared with traditional in-service education. This suggests that by training the nurses in various settings with the essential skills and knowledge for EBP, their competency level can be enhanced, leading to the delivery of effective care and improving patient outcomes. However, the long-term sustainability of the EBP adoptions was insufficient; further studies are needed to investigate the factors that affect the durability of EBP adoption.Trial registrationThe study was registered with Clinical Trials.gov (Registration # NCT05721664) on 10/02/2023.

Transformation of Mandatory Physiotherapy Internship into A Structured Competency-Based Program: A Pilot Study.

Health professions education is challenging in terms of developing ways to construct and assess the amalgamation of knowledge, skills and attitudes that result in novice graduates to be self-aware and confident to practice without supervision. Currently, the Physiotherapy internship program in India does not have a comprehensive competency-based framework. With the current batch of interns facing the wrath of the COVID-19 pandemic during their undergraduate training, it is a matter of concern to ensure they have developed the required competencies to handle patients independently. This is a single-group interventional study using convenience sampling. A competency framework inclusive of a comprehensive assessment and training module was developed and introduced to 27 physiotherapy interns. Every intern underwent 10 training sessions along with 8 competency assessments during 6 months of internship training. A pre-post indigenous questionnaire was used to assess their self-perceived competency along with feedback questionnaire taken at the end of the module. Implementation of the competency framework revealed a statistically significant difference in the self-perceived competency (pre=84.36±10.98, post=98.55±8.74, p≤0.000). Having uniformity in assessment techniques among the faculty, being exposed to challenging cases during assessment, having training module at the beginning of the internship were some of the suggestions given by the participants. Competency based education offers to be an effective technique in health professional program. Incorporating a competency-based training would help the learners to understand their strengths and weaknesses that would go a long way to develop competent health-care professionals. Developing such framework in curriculum will emphasize standardization of learning outcomes, thereby resulting in quality education, further enhancing patient care, and improving the health outcomes worldwide.

Demystifying AI: Current State and Future Role in Medical Education Assessment.

Medical education assessment faces multifaceted challenges, including data complexity, resource constraints, bias, feedback translation, and educational continuity. Traditional approaches often fail to adequately address these issues, creating stressful and inequitable learning environments. This article introduces the concept of precision education, a data-driven paradigm aimed at personalizing the educational experience for each learner. It explores how artificial intelligence (AI), including its subsets machine learning (ML) and deep learning (DL), can augment this model to tackle the inherent limitations of traditional assessment methods.AI can enable proactive data collection, offering consistent and objective assessments while reducing resource burdens. It has the potential to revolutionize not only competency assessment but also participatory interventions, such as personalized coaching and predictive analytics for at-risk trainees. The article also discusses key challenges and ethical considerations in integrating AI into medical education, such as algorithmic transparency, data privacy, and the potential for bias propagation.AI's capacity to process large datasets and identify patterns allows for a more nuanced, individualized approach to medical education. It offers promising avenues not only to improve the efficiency of educational assessments but also to make them more equitable. However, the ethical and technical challenges must be diligently addressed. The article concludes that embracing AI in medical education assessment is a strategic move toward creating a more personalized, effective, and fair educational landscape. This necessitates collaborative, multidisciplinary research and ethical vigilance to ensure that the technology serves educational goals while upholding social justice and ethical integrity.

Improving Skills and Knowledge: Adapting a Core Competencies Suicide Risk Assessment Training Program to Support Mental Health Professionals in Hungary

Introduction Competency and skill-based education and assessment have become increasingly significant in mental health professional training. The conventional approach of acquiring knowledge is now being supplemented by emphasizing practical skills and implementing best practices that prove effective in the field. This emphasis on competencies is particularly apparent in the instruction regarding suicide risk evaluation and management. Cramer and colleagues have identified ten core competencies essential for working with patients at risk of suicide and developed a training material (Cramer et al. 2013, Train. Educ. Prof. Psychol; 1 1-11).Objectives We aim to tailor Cramer et al.’s training program to the Hungarian setting and assess its efficacy among mental health experts, including psychiatrists, clinical psychologists, and social workers. Additionally, we aim to validate the Suicide Prevention and Assessment - Competency Assessment Form (SCAF-R), which comprises a ten-item survey to measure the ten core competencies’ levels with Likert scales and textual ratings by observers. Through this training program, we aim to offer mental health professionals an educational framework to enhance their skills in evaluating and managing suicide risk. Our goal is to provide a comprehensive approach to suicide risk assessment and better equip professionals to handle this emotionally difficult clinical task.Methods We have created a Hungarian version of the core competencies training material tailored to the culture. We are assessing changes in attitudes towards suicide behavior and prevention by administering pre- and post-training psychometric measures, such as Willingness to Intervene against Suicide (WISE), Suicide Behavior Attitude Questionnaire (SBAQ), Attitudes Toward Suicide Prevention Scale (ASP), and Suicide Competency Assessment Form - Revised (SCAF-R). A quantitative analysis will be performed on the responses. The research was approved by Péterfy Hospital’s Institutional Review Board (IRB): approval number 07-2023.ResultsThe questionnaires’ results will be summarized with standard statistical methods.ConclusionsImproving mental health education in healthcare with up-to-date knowledge of evidence-based best practices is a top priority. Enhancing skills and knowledge can lower clinicians’ anxiety in this emotionally challenging and burdensome task. There is a high demand for mental health workshop training among healthcare workers in both undergraduate and post-graduate education. We expect positive changes in attitude and self-perceived competencies in participants.Disclosure of InterestNone Declared

Assessment of the level Job competencies of directors of student activities departments in Iraqi universities from the point of view of their sports staff

Assessment of the level Job competencies of directors of student activities departments in Iraqi universities from the point of view of their sports staff

Mental health competencies are stronger determinants of well-being than mental disorder symptoms even in psychiatric samples

IntroductionExploring the positive psychological and behavioural dimensions of people living with mental disorders can establish a firm ground in a therapeutic alliance for setting up positive life goals.ObjectivesThe present study aimed to explored whether the strength of the mental health capacities and the severity of mental disorder symptoms and the interaction of the two differ in the strength of their associations with several dimensions of well-being on Hungarian adult psychiatric and non-clinical community samples.MethodsThe psychiatric sample (129 patients (44 male, 85 female)) was collected in four Hungarian healthcare facilities using a cross-sectional design. The non-clinical community sample (253 adults (43 male, 210 female)) was collected online using a cross-sectional design. All the respondents completed the Mental Health Test, six well-being and mental health measures, and the Symptom Checklist-90-Revised.ResultsIncluding both the mental health competencies and mental disorder symptoms variables in one regression model in both samples can predict patients’ well-being even more accurately. Mental health competencies related positively; mental disorder symptoms connected negatively to subjective well-being. In all models and both samples, mental health competencies were found to be a stronger determinant of well-being than the mental disorder symptoms. The interaction of mental health functioning and mental disorders is no more predictive of well-being in either psychiatric or non-clinical samples than when the effects of each are considered separately.ConclusionsThe assessment of mental health competencies has an important predictive value for well-being in the presence of psychopathological symptoms and/or mental disorders.Disclosure of InterestNone Declared

Cultural Competency Training of Medical Students among Trauma Patients: Training and Assessment Strategies

ABSTRACT In the field of health care, cultural competency refers to the ability of healthcare professionals to acknowledge, respect, and accordingly respond to the varied needs, beliefs, values, and practices followed by persons and the communities they serve. The purpose of the current review is to explore the role of cultural factors and trauma experience, and identify the strategies that can be employed to train and assess medical students in cultural competency pertaining to trauma patients. An extensive search of all materials related to the topic was carried out on the PubMed and Google Scholar search engines and a total of 21 articles were selected based on their suitability with the current review objectives. Cultural factors play a defining role in determining the experiences of trauma patients, and how these patients and family members perceive, cope, and recover from such traumatic events. To meet the diverse needs of the community, the medical curriculum has to be flexible and must include the component of cultural competency. Like any other domain, medical educators must plan for the assessment of cultural competencies while delivering trauma education, as it will provide insights into the readiness of the students to deliver culturally sensitive and effective care to trauma patients. In conclusion, the inclusion of cultural competency training within trauma care in the medical curriculum carries immense utility as it can help healthcare professionals to effectively communicate and respond to the varied needs of trauma patients, regardless of their cultural backgrounds. This calls for the adoption of a combination of teaching–learning methods and assessment methods by medical educators so that medical students can be empowered to deliver culturally sensitive medical care to trauma patients.

Unsupervised Anomaly Detection in Sequential Process Data

Abstract: In this study, we present three types of unsupervised anomaly detection to identify anomalous test-takers based on their action sequences in problem-solving tasks. The first method relies on the use of the Isolation Forest algorithm to detect anomalous test-takers based on raw action sequences extracted from process data. The second method transforms raw action sequences into contextual embeddings using the Bidirectional Encoder Representations from Transformers (BERT) model and then applies the Isolation Forest algorithm to detect anomalous test-takers. The third method follows the same procedure as the second method, but it includes an intermediary step of dimensionality reduction for the contextual embeddings before applying the Isolation Forest algorithm for detecting anomalous cases. To compare the outcomes of the three methods, we analyze the log files from test-takers in the US sample ( n = 2,021) who completed the problem-solving in technology-rich environments (PSTRE) section of the Programme for the International Assessment of Adult Competencies (PIAAC) 2012 assessment. The results indicated that different groups of test-takers were flagged as anomalous depending on the representation (raw action sequences vs. contextual embeddings) and dimensionality of action sequences. Also, when the contextual embeddings were used, a larger number of test-takers were flagged by the Isolation Forest algorithm, indicating the sensitivity of this algorithm to the dimensionality of input data.

Assessment of Competencies of Districts’ Surveillance Officers in Iraq

Background: Assessment of communicable diseases surveillance officers is one of the important aspects of the detection of obstacles that prevent the development of surveillance system, which would certainly affect their control programs. Objectives: To assess the Competencies of communicable diseases' surveillance officers in all Iraqi provinces Subjects and Methods: A cross sectional study from the15th March to 30th September 2019 in which all the communicable diseases' surveillance officers (136) that are employed by Ministry of Health all over Iraq were included. A structured questionnaire developed by the researcher and filled by them. The questionnaire form gathered demographic data, service characteristics and status of competencies including basic epidemiology, biostatistics, surveillance, outbreak investigation, rapid response to health incidence and developing scientific reports. Results: The response rate was 85.3%, about half of surveillance officers was responsible for less than 10 Primary Health Care Centre. More than half of them (55.3%) were responsible for 1-2 hospitals. Their age ranged between 21 and 62 years and the males constituted more than three quarters (78.4%) of the study sample, Diploma was the highest educational certificate. 15.6% of the sample did not attend any training activity. Cholera has been the most frequently reported incident (53.8%). Conclusions: The surveillance system in Iraq at district level was operated mainly by low qualified and under-trained health personnel. There is inequity in distribution of workload and training sessions between surveillance officers in health offices, therefore redistribution is recommended. Supporting continuous training programs with increase incentives.

142 Validation of the Mentoring Competency Assessment to evaluate the mentorship skills and competencies of mentees

OBJECTIVES/GOALS: The purpose of this study was to assess if the Mentoring Competency Assessment (MCA) could be used to capture mentee gains in mentorship skills and how the mentorship competencies may vary structurally for mentees compared to mentors, while the original MCA was shown to be a validated measure to assess mentor skills. METHODS/STUDY POPULATION: The mentee training survey data were collected nationally from 2015 to 2022. The survey data set included 401 respondents who consented to participate after 59 mentee training events hosted by 34 institutions/organizations who participated in face-to-face and online training as well as completed the Mentoring Competency Assessment (MCA) in their surveys. We conducted principal component analysis (PCA) with varimax rotation to investigate the internal structure of the MCA and Hatcher’s criteria were applied. After a team of mentoring experts independently interpreted the PCA results and reached a consensus on the interpretations of the components, factor analysis and internal consistency reliability analysis were applied to assess the construct validity and the reliability. RESULTS/ANTICIPATED RESULTS: There were significant component loadings of the eight components with varimax rotation and 22 of the total 26 items were loaded into components. Four items, (5) pursuing strategies to improve communication, (6) coordinating with other mentors, (11) developing strategies to meet goals, and (23) setting career goals, were excluded from the factor analysis and Cronbach’s alpha analysis since these items were not significantly loaded into any components. The eight-component structure was validated (χ2=313.209, p&lt;.001, RMSEA=.083, CFI=.907, TLI=.881, SRMR=.073) and the hypothesized model of the eight components resulted in an acceptable fit to the data with standardized factor loadings ranging from 0.58 to 0.93. The alpha coefficient is from 0.58 to 0.90, suggesting the items have high internal consistency. DISCUSSION/SIGNIFICANCE: Based upon the findings we recommend that the full revised MCA for mentees is used to capture mentees’ mentorship skill gains even if not all of the competency modules are used in the training. The development and validation of measures such as the MCA are important as we move toward the use of common measures across programs such as the CTSAs.

Physical Education Teachers’ Perceptions of a Motor Competence Assessment Digital App

Purpose: To refine a motor competence assessment app prototype, enabling its redesign. Method: Workshops were conducted to inform the prototype development. App’s usability was evaluated on its ability to communicate relevant information to the teachers (n = 9). A “think out loud” protocol was applied by the users. Results: Both workshops refined the app, namely: interface, background, acceptability/feasibility, results, teachers themselves, and effectiveness. Competitor analysis revealed recommendations for the wireframe, visuals, and proposed skills to be assessed. The need to include a demonstration for first-time users, video guidance, and links to more information for each skill was also raised. There was a recommendation on the design brief features and experiences. Conclusions: This study will provide guidance in discovering how digital solutions may shape motor competence assessment. The usability testing process with the teachers provides insight on the essential/desirable features required on these apps, enabling the prototype’s redesign to meet the users’ needs.

Enhancing Trauma Care: A Community Service Initiative for Focused Assessment Sonography for Trauma (FAST) Training among Junior Doctors at Dr. H. Abdul Moeloek General Hospital, Bandarlampung, Indonesia

Focused assessment sonography for trauma (FAST) is a rapid bedside ultrasound examination crucial for the initial assessment of trauma patients. This study reports on a community service initiative aimed at improving FAST competency among young doctors at Dr. H. Abdul Moeloek General Hospital, Bandarlampung, Indonesia. A mixed-methods approach was employed. The program included: 1) A pre-training assessment of FAST knowledge and skills. 2) A structured FAST training curriculum with didactic lectures, hands-on scanning sessions, and case-based discussions. 3) A post-training assessment of FAST competency. 4) Qualitative feedback from participants to assess the program's impact. Thirty-two young doctors participated in the program. There was a significant improvement in FAST knowledge (pre-test mean: 45%; post-test mean: 82%) and scanning skills. Participants reported increased confidence in FAST utilization and its integration into their trauma assessment workflow. This community service initiative demonstrated the effectiveness of a structured FAST training program in enhancing the competency of young doctors in trauma care. Such programs have the potential to improve patient outcomes and contribute to the development of a skilled healthcare workforce.

Evaluation and Restructuring National Education Standards

The Indonesian government has emphasized the need for National Education Standards, which are a reference for the quality of education at every level of education, both formal and non-formal. National education standards are the minimum criteria for the education system in all jurisdictions of the Republic of Indonesia. After being established through Government Regulation No 19 of 2005 on National Education Standards, the national education standards need to be evaluated and if necessary restructured. The government regulation states that the national education standards should be improved in a planned, directed and sustainable manner in accordance with the changing demands of local, national and global life. Evaluation needs to be carried out on the national education standards as a whole, covering the eight components of the standards and reviewed from various aspects. In evaluating and restructuring the national education standards, this can be done by reducing the standard content indicators, simplifying the standard aspects and reducing the standard components. Based on the results of this study, the author concludes that it is necessary to restructure the national education standards by reducing the number of standards to four: graduate competency standards, content standards, process standards and assessment standards. While the other four standards can be considered not to be set as part of the national education standards, because they are already regulated in the national education regulations.

디지털전환 시대의 직업훈련 교･강사 역량체계 개발 연구

The purpose of this study is to derive common core competencies of vocational training teachers and instructors and develop a competency framework that reflects changes in industrial and occupational trends due to digital transformation. The research procedure is carried out in three stages. In the initial phase, a preliminary competency framework for training instructors was developed through an analysis of prior research. Subsequently, validation was conducted via an expert Delphi survey, leading to the presentation of a competency framework for vocational training instructors. The research findings delineated five major competency domains comprising fundamental competencies, teaching, learning, and assessment competencies, learner support competencies, administrative competencies, and organizational management competencies. Across these five main domains, 23 sub-competencies were identified, each accompanied by operational definitions. This study establishes the groundwork for the development of competency assessment tools, incorporating contemporary demands such as AI and digital competencies within the framework for vocational training instructors. Future efforts should concentrate on aligning competency assessment tools with educational programs to enhance competencies based on this research. Additionally, ongoing updates to the competency framework are recommended for further investigation.

RUMAH GADANG: CONTEXTUAL MATHEMATICS IN A SOCIO-CULTURAL CONTEXT FOR NUMERACY ASSESSMENT

Numeracy is an important competency that is measured by Asesmen Kompetensi Minimum (AKM/Minimum Competency Assessment). To improve student numeracy, innovation is needed in learning mathematics, one of which is by using Ethnomathematics. The cultural object that becomes the benchmark is Rumah Gadang. Before producing effective and efficient models, devices, and learning methods based on the ethnomathematics of Rumah Gadang oriented to student numeracy, it is necessary to conduct a study first, so this research aims to conduct a literature review related to numeracy in the Rumah Gadang. The data collection method is a literature study, where the data is analyzed through three stages, namely Data Reduction, Data Presentation and Verification. Based on this research, it was found that the results of the researchers' contextual exploration of Rumah Gadang can be associated with 4 domains of mathematics material, namely numbers, geometry and measurement, algebra and data and uncertainty. Therefore, Rumah Gadang can be used as a learning material that is quite varied in terms of contextual in ethnomathematics-based mathematics learning, especially in terms of writing socio-cultural context questions in a numeracy assessment.