Competency Assessment Model Research Articles

THE NEEDS OF COMPETENCY ASSESSMENT IN STEM EDUCATION: A SYSTEMATIC LITERATURE REVIEW

STEM (Science, Technology, Engineering, and Mathematics) education has become a major educational program in most developing countries to provide talented workforces for economic development. In developing future workforces, the need for competency assessments in STEM education has become a major concern, and the way of implementing the assessment has also been discussed for over a decade. Competency assessment in STEM education is essential to ensuring students possess the knowledge, STEM skills, and attitudes in the STEM field. In this paper, a systematic literature review used the PRISMA framework to evaluate the need for competency assessment, synthesize current research on assessment in STEM education, and identify the prevalent assessment methods, challenges, and best practices. Following the PRISMA guidelines, a review across Scopus, Emerald, Science Direct, and Springer Link databases was screened based on the predefined inclusion and exclusion criteria. The findings found that most indicated mono-disciplined standardized assessments, project-based assessments, 21st-century skills, and interest in the mono-disciplinary. This finding highlights the urgent need for a competency assessment model in STEM education by improving the effectiveness of competency assessment to enhance STEM education outcomes.

Development and application of a comprehensive hospital pharmacy service assessment model using principal component analysis.

The management of pharmacy services within healthcare institutions presents significant challenges, particularly in ensuring the rational use of medications. These challenges include managing complex medication regimens and ensuring patient safety amidst a growing number of drug interactions. This study aimed to construct a hospital pharmacy service competence assessment model focused on the promoting the rational use of medications so as to enable hospitals to assess their pharmacy services more accurately and efficiently. A three-step methodology was employed to identify the indicators for assessing hospital pharmacy service capabilities. First, the Delphi method was used to select the initial indicators. Second, an assessment model was developed through principal component analysis (PCA) by incorporating the selected indicators. Third, this model was applied in a comprehensive field assessment involving our hospital and 194 others throughout the Shanxi province, China. The screening process identified 10 primary indicators and 53 secondary indicators encompassing key areas such as rational clinical medication management, informatics, infrastructure development, and the expansion of pharmacy services. The resulting hospital pharmacy service competence assessment model was applied to 195 hospitals of varied tiers, with the assigned scores (x‾=36.12) employed to conduct a comprehensive evaluation and identify areas requiring targeted intervention to optimize pharmacy services in each hospital. We established a comprehensive assessment model that reflects the competency of hospital pharmacy services from a management perspective. The model integrates the strategic approach of rational medication use, providing robust support for healthcare organizations in assessing pharmacy service capacity and improving the management of rational use.

Design, Implementation, and Analysis of an Assessment and Accreditation Model to Evaluate a Digital Competence Framework for Health Professionals: Mixed Methods Study.

Although digital health is essential for improving health care, its adoption remains slow due to the lack of literacy in this area. Therefore, it is crucial for health professionals to acquire digital skills and for a digital competence assessment and accreditation model to be implemented to make advances in this field. This study had two objectives: (1) to create a specific map of digital competences for health professionals and (2) to define and test a digital competence assessment and accreditation model for health professionals. We took an iterative mixed methods approach, which included a review of the gray literature and consultation with local experts. We used the arithmetic mean and SD in descriptive statistics, P values in hypothesis testing and subgroup comparisons, the greatest lower bound in test diagnosis, and the discrimination index in study instrument analysis. The assessment model designed in accordance with the competence content defined in the map of digital competences and based on scenarios had excellent internal consistency overall (greatest lower bound=0.91). Although most study participants (110/122, 90.2%) reported an intermediate self-perceived digital competence level, we found that the vast majority would not attain a level-2 Accreditation of Competence in Information and Communication Technologies. Knowing the digital competence level of health professionals based on a defined competence framework should enable such professionals to be trained and updated to meet real needs in their specific professional contexts and, consequently, take full advantage of the potential of digital technologies. These results have informed the Health Plan for Catalonia 2021-2025, thus laying the foundations for creating and offering specific training to assess and certify the digital competence of such professionals.

Wind Shear Operation-Based Competency Assessment Model for Civil Aviation Pilots

Wind Shear Operation-Based Competency Assessment Model for Civil Aviation Pilots

Analisis Literasi Matematika Siswa SMP Dalam Menyelesaikan Soal Model AKM Pada Konten Geometri

SMP Negeri 10 Tanjungpinang has varied mathematical literacy because learning at school still sees students' abilities due to the impact of Covid-19. Students are facilitated with questions in the form of AKM but students tend to understand the questions less because of the long narrative. This study describes students' mathematical literacy in solving Minimum Competency Assessment (AKM) model questions on geometry content. The approach used in this is qualitative with descriptive method. The research subjects were 3 students consisting of high, medium, and low categories. Data collection techniques in the form of tests and interviews. Data analysis techniques used data reduction, data presentation, and conclusion drawing. Researchers ensured the validity of the data, using triangulation techniques by equalizing the results of tests and interviews. The result of this study is the classification of students' mathematical literacy based on categories. Students in the high category have good literacy where they are able to fulfill all three indicators, namely formulating problems, applying concepts, and interpreting solution results. While students in the medium category are able to fulfill both indicators, namely formulating problems and applying concepts and have not fulfilled the indicator of interpreting the results of the solution. Low category students were only able to fulfill the indicator of formulating problems and did not fulfill the indicators of applying concepts and interpreting the results of the solution.

Development of a Model for Transversal Competence Assessment in K-12: an Internal Validation Study for the Digital Competence

While competence-based education is gaining momentum in K-12, integration into the curriculum is still challenging. We present a Competence Assessment Model that supports creating scenarios that use several active methods for gathering learning evidence and implementing assessment rules. The study adopts a design and development research approach that spans three phases of conceptual development and model internal validation. The usability documentation method was applied to digital competence as a test case involving teachers, learning designers, and researchers across six European countries. Results confirm the model’s effectiveness for supporting competence assessment design and identify key organisational issues and teacher challenges for its adoption.

Competency Assessment of Pediatric Intensive Care Nurses

One of the biggest challenges that clinical nurse educators at the unit level face today is measuring the ongoing competency of nursing staff members to ensure provision of high-quality, evidence-based care. Pediatric nursing leaders at an urban, level I trauma teaching institution in the southwestern United States used a shared governance approach to create a standardized competency assessment tool for pediatric intensive care unit nurses. Donna Wright’s competency assessment model was used as a framework to guide the tool’s development. The adoption of the standardized competency assessment tool was aligned with the organization’s institutional goals and enabled clinical nurse educators to comprehensively evaluate staff members on a regular basis. This standardized competency assessment system for pediatric intensive care nurses is more effective than use of a practice-based, task-oriented assessment method and has improved nursing leaders’ ability to staff the pediatric intensive care unit safely.

Behavioral Indicator-Based Initial Flight Training Competency Assessment Model

Ensuring training safety is paramount to flight schools. In response to the inadequacy of traditional flight training assessment for comprehensive quantitative evaluation of cadet competency, an initial flight training competency assessment standard based on behavioral indicators was developed and optimized using the VENN model. Firstly, the Assessor Score Measurement Form (ASMF) was constructed according to the requirements of the Training Evaluation Worksheet specification, such as typical subjects, observations, and completion criteria. Secondly, based on the basic principles of the experience of the flight expert and the Competency-Based Training and Assessment (CBTA), a matrix of correlations between the observations and each competency-based behavioral indicator was created to construct a competency assessment matrix. In addition, a two-dimensional model for representing competency items characterized by behavioral indicators was established and an optimization model for competency assessment criteria was constructed. Finally, through combining actual flight training data, the proposed method was validated in the flight screening check phase. The results show that the optimized flight training competency assessment scheme can be well quantified and matched to real instructor ratings with an accuracy of 84%. The assessment worksheet, the assessment matrix, and the VENN competency rating model can be adapted to the different teaching requirements of each flight phase, achieving a perfect match between the behavioral indicators and the competency items, which is highly versatile. The proposed model can more accurately reflect the core competencies of flight trainees, enable quantitative assessment of behavioral indicators and competency items, and provide support for subsequent training of trainees.

Key Quality Factors in Digital Competence Assessment: A Validation Study from Teachers’ Perspective

The progressive shift from a transmissive to a competence-based approach emphasises the need to design new models and tools for competence assessment. In order to address this need, this study, firstly, introduces the assessment model for digital competence in primary and secondary schools developed within the H2020 CRISS project. The Competence Assessment Model (CAM) (1) embraces the integration pedagogy approach in which competences are embedded within the curriculum and (2) provides competence assessment scenarios (CAS). Secondly, the study presents the results of the evaluation of its quality from the teachers’ perspective through an instrument designed on the basis of nine competence assessment quality criteria. The CAM was tested in a large-scale pilot study conducted in 535 primary and secondary schools across Europe. The outcomes show that the CAM mainly fulfills two out of the nine quality criteria: meaningfulness and authenticity. However, the exploratory factor analysis also reveals that all these quality criteria can be summarized into four key quality factors that more accurately describe how CAM is experienced in school teaching. Out of these, the most relevant is the (1) efficiency over time, student monitoring, support and evaluation. The three secondary factors identified are (2) fairness and cognitive complexity, (3) meaningfulness and authenticity and (4) reproducibility and transparency. The study provides a conceptual and methodological approach for the evaluation of Digital Competence in the school context. Most of all, it helps highlight four factors that, according to teaching staff, describe the quality of the proposed model when applied to daily teaching practices.

Balanced Scorecard Performance Evaluation Model for Waqf Institution

<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 growth of productive waqf. Furthermore, the Nazirs could use the KPI performance, and competency assessment model proposed to the Indonesian Waqf Board to standardize its performance and competency assessments. The proposed model is hoped to be refined through further evaluation in the future.</em></p><p> </p>

Intercultural learning through Chinese-American telecollaboration: results of a song sharing project

This study reports on the results of a semester-long Chinese-American telecollaborative exchange via WeChat, in which students from China and the U.S. shared thematically similar songs in their respective languages and discussed relevant cultural topics that were suggested by the students. Various types of qualitative data collected from the exchange (i.e. WeChat group discussion transcripts, videoconferencing audio recordings, final reflection journals, and end-of-semester interviews) showed that the students participated actively in the program and were able to engage in in-depth conversations on various topics with their partners through WeChat group discussion and one-on-one videoconferencing. Many students attributed their positive experience to the intrinsic ability of music to engage college students. In order to evaluate the students’ intercultural learning, Byram’s intercultural competence assessment model was adopted to guide the data analysis. Results showed that the students demonstrated evidence of developing four types of intercultural competences during the exchange: interest in knowing other people’s way of life and introducing one’s own culture to others, knowledge about one’s own and others’ culture for intercultural communication, ability to change perspective, and knowledge about the intercultural communication process, with particularly overwhelming evidence indicating the prominence of the first two types.

Innovative Utilization of Wright's Model for Competency Validation.

Wright's competency assessment model is well known, yet implementation has been largely challenging. Some organizations have attempted enterprise-wide implementation. This article summarizes how Wright's model was used from a specific topic perspective. Centralized nursing professional development practitioners created flexible competency validation guidelines and supplemental tools (literature review, exemplar, and peer review) for use by sedation nurses regardless of experience or practice setting. Post-implementation data show 62% adoption of new validation methods after 1 year.

Model of Evaluation and Selection of Expert Group Members for Smart Cities, Green Transportation and Mobility: From Safe Times to Pandemic Times

This paper presents the development of technologies to support the decision-making of local government executives and smart city concept managers in selecting and evaluating the competencies of new members for advisory groups for solving problems that are implemented in safe times in individual areas or in crises, such as pandemics. The reason for developing effective urban transformation strategies and for the transparent selection of independent experts (non-politicians) for policymaking, decision-making, and implementation teams is not only the heterogeneity of smart city dimensions together with the necessary complexity and systems approach, but also the nature of the capacities and tools needed for smart city concepts. The innovative hybrid competency assessment model is based on fuzzy logic and a network for neuro-fuzzy assessment. It is a technological model for evaluating the competencies of specialists, taking into account the influence of human factors on the processes of personnel selection and system management. An innovative web platform named “Smart City Concept Personnel Selection” has been designed, which can be adapted to various users of municipalities or regional institutions for the transparent selection of qualified personnel for effective decision-making and the use of public funds during safe times or emergencies, such as the COVID-19 pandemic.

Sales Manager Competency Assessment Model

Sales Manager Competency Assessment Model

The Competency Assessment Model for Public Transport Drivers based on the Indonesian National Qualifications Framework (KKNI) uses Analytical Hierarchy Process

This driver behavior assessment model discusses the expertise of public transport drivers based on the national Work Qualification with graduate competency standards (SKL). Graduate competency standards have parameters, namely competence, competency elements and graduation indicators. From these three parameters, the competency unit is abbreviated as UK, the competency element is abbreviated as EK, and the graduation indicator is abbreviated as IK. Assessment of the first competency unit is upon attitudes and values, the second competency unit is upon the ability in the field of work, the third competency unit isupon the area of ​​knowledge mastered and the fourth competency unit is upon the rights and responsibilities. The first competency unit has 6 competency elements and 6 graduation indicators, the second competency unit has 27 competency elements and 41 graduation indicators, the third competency unit has 6 competencies and 11 graduation indicators, the fourth competency unit has 2 competency elements and 4 graduation indicators. The first unit is abbreviated as UK1, the first competency element is abbreviated as EK1, while for the first indicator of graduation is abbreviated as IK1. The combination of UK1, EK1 and IK1 becomes UK1EK1. The combination of the first competency unit becomes the first competency element and combined to become the first graduation indicator then becomes UK1IK1, and so do the next competency unit up to the fourth competency unit. The completion stages of this discussion is carried out in four steps, namely problem identification, model design, implementation and system evaluation. The calculation process uses Analytic Hierarchy Process (AHP).

Development of a Competency Assessment Model for Measurement of the Human Inspection Skill

Extensive research has already been done on visual inspection as well as on the effect of different factors on human inspection performance. However, a method should be developed to measure their inspection skill based on influencing factors. This study contributes to the literature by proposing a competency assessment model based on the influencing factors that can classify human labour into its respective skill levels. From the literature review, the influencing factors of visual inspection are listed and divided into five observed variables. A team of experts selected the significant factors with respect to the textile and clothing industry. The analytical hierarchy process is used to measure their respective weights so as to calculate the inspection performance in terms of a competency score. A numerical example is presented and the model proposed successfully determined the competency score, and inspectors are classified into their respective skill levels according to the well-defined cut-off values. This study enables organisations to classify available human labour into its skill levels and utilise them according to their capacity.

Носитель языка vs носитель просторечия: оценка языковой компетенции иностранцев

This article deals with an important issue in the field of language policy, i.e. determining the status of a “non-ideal” language user as a native speaker. The material includes: a) records of the speech of people participating in an official interview to confirm their status as a native speaker; b) regulatory framework that defines the content of the “native speaker” term. The authors focus on vernacular and dialect speakers for whom Russian is the only or main system of verbal communication. The article proves the linguodidactic criteria listed in the normative documents to be invalid. The authors identify speech facts that formally prevent a person from qualifying as a native speaker but, within the sociolinguistic approach, do not exclude him/her as a linguistic personality from the circle of Russian native speakers. Further, a standard methodological prototype of speech personality “native speaker” appropriate for linguodidactic testing is modelled. The authors describe the experience of evaluating language (speech) competence using criteria scales within the framework of the level approach. Based on the material of one script, features of the speech of the “non-ideal” language user are singled out and a model of competence assessment by correlation with the “native speaker” prototype is presented. This technology includes two stages: 1) identification of speech facts that lie outside the scope of the literary norm; 2) identification of the basic characteristics of a native speaker within the framework of the sociolinguistic and functional approaches. The authors consider knowledge of precedent texts (on the social and national levels), proficiency in the language system, including its sub-standard forms (vernacular and dialect) and knowledge of the usage to be the main characteristics of a native speaker. In addition, the authors list accentuating discursive means that are typical of the speech of native speakers: rhetorical questions, metatextual reflexive questions, synonymic correction of naming units, etiquette correction of appellatives, language-game, etc. The results can be used to develop uniform criteria for evaluating language (speech) competencies during interviews with foreign citizens and stateless persons.

Реализация программы подготовки кадрового резерва на основе модели оценки компетенций и индивидуального плана развития

Реализация программы подготовки кадрового резерва на основе модели оценки компетенций и индивидуального плана развития

Computational Assistant for the Assessment University Competencies in B-Learning Environments

Competency assessment is a complex problem that has been approached from multiple perspectives but remains a work in progress. This paper presents a new competency assessment model accompanied by a computational assistant that guides its implementation. The model covers seven phases of an evaluation process, beginning with the definition of the competency and ending with the feedback of evidence provided from the teacher to the students. In each phase, the assistant provides suggestions to the teacher, which are obtained through text analysis algorithms and improve as information is added. The model was validated through pre and post-test study requiring the participation of a group of university teachers. The results indicate that with the use of the model, the time invested by the teacher in evaluation tasks is reduced, the clarity and completeness of the process improves, and an integrated evaluation of generic and specific competences is achieved.

Interrelations among Leadership Competencies of BIM Leaders: A Fuzzy DEMATEL-ANP Approach

The use of new, digitally enabled innovations, such as building information modeling (BIM), raises issues such as the delineation of a competent leader. Even though BIM-based competency assessment models have become essential tools for maximizing the potential values of BIM implementation, the current competency models provide limited focus on leadership aspects that facilitate and enhance the BIM implementation efforts. This paper seeks to identify the specific competencies required for BIM implementation and examines the relationships between these competencies. Thirty-two experts from around the globe investigated a total of 15 leadership competencies under three categories pertaining to intellectual, managerial, and emotional leadership. Fuzzy Decision-Making Trial and Evaluation Laboratory (DEMATEL) was implemented to examine the cause-and-effect relationships among the BIM leadership competencies and fuzzy analytic network process (ANP) was performed to weigh those competencies. Findings show that the intellectual competencies act as the cause group, while managerial and emotional competencies are the effect groups. Moreover, the involving leadership is found to be the more suitable leadership style for BIM professionals, given the current capability and maturity levels of BIM implementation, in order to deal with the required changes throughout the BIM implementation process. This study contributes to the existing body of knowledge in the BIM domain to examine the associated leadership competencies by using the multi-criteria decision-making (MCDM) technique. The results of this research show the relative importance of criteria and sub-criteria, which contributes to further improvement of BIM leadership.