Competency Assessment Model Research Articles

Manager competency assessment model in the conditions of industry 4.0

The approaches to modeling competencies have been explored in the article and a model of a strategically oriented approach to the development of management competencies of the company Industry 4.0 has been built. An algorithmic “fuzzy logic” model to assess the input managers' competencies and obtain a final assessment as a parameter for achieving strategic goals has been formed. A methodology for using the “fuzzy logic” toolkit to assess managers' competencies in obtaining the pair impact assessment, which forms a new level of the comprehensive assessment of managers' work, has been developed.

Communicative competence assessment for learning: The effect of the application of a model on teachers in Spain.

The evolution of the results of Progress in International Reading Literacy Study in 2006, 2011 and 2016, as well as the difficulties found by teachers implementing the core competences, have led to the need to reflect on new assessment models. The objective of our research was to design a communicative competence assessment model and verify its effect on primary education teachers. The method applied was a focus group study. Participants came from four primary education schools in the province of Seville (Spain). The data were gathered through discussion groups. The COREQ checklist was followed. Qualitative thematic analysis of the data was carried out using Atlas-ti. An inductive coding scheme was established. The results have enabled the construction of a communicative competence assessment model and its application in primary education classrooms with HERACLES. The effects of the assessment model and the computer software were different according to teachers' profiles. On the one hand, teachers open to educational innovation remained positive when facing the systematic and thorough assessment model. On the other hand, teachers less receptive to changes considered the model to be complex and difficult to apply in the classroom. In conclusion, HERACLES had a beneficial effect on communicative competence assessment throughout the curriculum and made teachers aware of the different dimensions of communicative competence (speaking, listening, reading and writing) and discourse levels (genre, macrostructure and microstructure).

Open educational practices (OEP) in the design of digital competence assessment

ABSTRACT This article presents the implementation of an assessment model for generic competences in K-12 enabled by open educational practices. It showcases a digital competence assessment model that outlines the design of competence assessment scenarios constructed by means of a collaborative process involving teachers from six European countries, learning designers, and researchers. Our study draws attention to the concept of open educational practices as a broad descriptor of four areas of teacher practice regarding design, content, teaching, and assessment. The process unfolds through three phases, where teachers’ engagement with collaborative processes and network-based tools facilitate the construction of active shared learning. It analyzes the joint creation of open practices, and the production of open educational resources. The scalability, flexibility, and adaptability of competence assessment scenarios underline their transferability to similar contexts. The experience may benefit educational institutions and communities of teachers interested in innovating and opening up education.

Awareness in the development of intercultural competences and existing Relationships between attitudes, skills and knowledge

This research aims to examine how the exchangeists' perceptions about their abilities, knowledge and attitudes influence their awareness. In view of this, the theoretical methodological basis of Fantini (2007) is used, guided by his model of Intercultural Competence Assessment (ACI). To this end, the German and Spanish students who took part in an exchange program at the Federal University of Ceará (UFC) between 2008 and 2015 were chosen to measure their developed intercultural competences. It was obtained a sample of 159 foreign students, who exchanged in the UFC. For the treatment of the data, in addition to the descriptive and inferential statistics, the multivariate analysis of the data is used. Thus, the results show that Knowledge positively influences the students' awareness at the beginning and end of the exchange, while the Skills will negatively influence the awareness at the end of the exchange. The Attitudes component that at the beginning of the exchange influenced negatively the students' awareness at the end of the exchange began to influence positively.

DNP Practice Improvement Initiative: Staff Nurse Competency Evaluation.

This article describes a practice improvement initiative (PII) demonstrating the impact of doctorate of nursing practice (DNP) skills beyond direct patient care. The Donna Wright Competency Assessment Model, AACN DNP Essentials, and National Organization of Nurse Practitioner Faculties nurse practitioner competencies framed the PII. The DNP graduates planned, implemented, and evaluated an assessment of 1,055 staff nurses on shift hand-off, physical assessment, and hand hygiene. Results indicated that 95% of the staff nurses scored 100% on competency assessment. The PII model was adopted for future competency evaluation.

Letters.

Letters.

Bridging The Legal Gap Between Open Selection and Internal Selection of State Civil Apparatus Promotion In Indonesia

Based on Law No. 5 Year 2014 concerning State Civil Apparatus (ASN, AparaturSipil Negara-Red.), job promotion is part of ASN management, which is based on the merit system. However, the implementation of the merit system cannot be fully implemented by the government because there are 2 (two) different mechanisms for filling positions, namely through open selection and internal selection. Open selection is made to the High Leadership Position by opening up opportunities for every civil servant who meets the qualifications to register and compete in filling positions. The superior recommending his subordinates to fill certain positions according to his assessment internally carries out the mechanism on administrative positions, clearly this is not open and subjective. Based on the 2 mechanisms for filling in the ASN positions, there are problems that must be examined, first, how is the standardization of the process of filling in ASN positions based on the merit system? and Second, what categorization is used to be able to create the objectivity of filling ASN positions in an open selection pattern and internal selection. This paper used normative juridical research with a qualitative approach. The problem approach by statute approach and conceptual approach. The data analysis uses qualitative normative with several interpretation models including grammatical and systematic interpretation. Based on the study, it known that every filling in the position of ASN is based on different norms, standards, procedures and criteria, but has 3 (three) fundamental aspects namely fulfilment of certain qualifications, competencies and performance. These three prerequisites create a pattern of filling positions based on 3 (three) competency assessment models namely substantive competency assessment, managerial competence and social cultural competence. This competence is a measure of the validity of the assessment process in filling in merit system-based positions.

Competency Assessment for State Highway Agency Project Managers

Project managers (PMs) play a key role in the successful completion of construction projects. Therefore, PM competencies have been heavily investigated over the past few decades, often focusing on two types of skills: hard skills, including technical knowledge; and soft skills, including personal traits. This extensive body of knowledge was lacking the focus on PMs of transportation projects who work in a state highway agency (SHA). This research addresses this gap by developing a comprehensive competency assessment model tailored for SHA PMs. This research identified 55 PM essential competencies spanning five categories: project management knowledge and experience; leadership; SHA operational knowledge and experience; industry knowledge and experience; and cognitive/personal effectiveness. Also, by collecting extensive data from 90 PMs, this research developed a mathematical model to compute competency weights for differentiating exceptional and average PMs. The weights were then used to create a comprehensive score that can assess PM competencies as an overall percentage. This score was benchmarked using the collected data to distinguish between exceptional and average PMs. To effectively communicate the research findings to industry practitioners, a computer-based tool was created. This tool assists SHAs and their PMs in assessing competencies, and identifies training needs to improve overall PM performance and skill sets. The tool was tested and validated by five Wisconsin Department of Transportation PM supervisors, all of whom acclaimed its accuracy and potential value.

Development of attitude competency assessment test based on teaching of Ki Hadjar Dewantara in elementary and secondary school

This developmental research aimed to (1) produce an attitude competency assessment model that is standardized based on the teachings of Ki Hadjar Dewantara, (2) Determine the attitude competency assessment indicators in elementary and secondary schools, and (3) Determine the tendency of attitude competency of students in elementary and secondary schools. This research was a type of developmental research. The research was carried out in three provinces in Indonesia, namely DIY (Special Region of Yogyakarta), Central Java, and South Sulawesi. This research conducted in three stages: pre-development, instrument development, and instrument testing. The subject of this study was 497 students in elementary and secondary schools. Content validity was analyzed using the Aiken Index, and construct validity was analyzed using exploratory factor analysis. The findings are (1) the compilation of affective attitude competency assessment models that are standardized based on the teaching of Ki Hadjar Dewantara to realize noble character students. This research has succeeded in establishing attitude competency assessment indicators in elementary and secondary schools, including 6 indicators. (3) The tendency of Ngandel (trust) attitude to students in the subject trial included in the High category, Kendel (brave) Aspect included in the High category, Bandel (naughty) aspects included in the medium category, and Kandel aspect included in the High category.

Personality types and intercultural competence of foreign language learners in education context.

BACKGROUND:Personality types of learners have determining role in their achievements. Many researchers concentrate on noncognitive moderators such as personality traits to trace the barriers in learning. This study attempts to find out what kinds of personality types enable learners to be more competent in intercultural context.METHODS:To conduct the study 236 students were randomly selected from Ardestan and Khorasgan Universities. Two questionnaires were used to collect the data. The first one was a researcher's made questionnaire to assess learners' intercultural competence; based on Bennett's Intercultural communicative Model of intercultural communicative competence (ICC); and intercultural competence assessment Model of ICC, consisting four behavioral dimensions, tolerance for ambiguity, flexibility, respect for otherness, and interaction. The second questionnaire wasMyers-Briggs Type Indicator to identify learner's personality type. The means, standard deviations, t-scores, and significance levels of behavioral dimensions were calculated to interpret the data.RESULTS:The analysis of the results revealed that greater general competence in cultural adjustment is associated with greater extroversion personality. Students with thinking and judging personalities were more tolerant for ambiguities of foreign cultures than those with feeling and perceiving personality types. The data of respect for otherness were very similar to tolerance for ambiguity, and students with sensing personality preference were more competent in interacting with foreign cultures than intuitive ones.CONCLUSION:The findings indicated the personality types play opportunity or threat roles for FL learners in intercultural understanding. Therefore, to promote efficiency in education, it is vital to explore the learners' cognitive and noncognitive health conditions.

Automated Assessment and Monitoring Support for Competency-Based Courses

Competency-based education is becoming increasingly adopted by higher education institutions all over the world. This paper presents a framework that assists instructors in this pedagogical paradigm and its corresponding open-source implementation. The framework supports the formal definition of competency assessment models and the students' evaluation under these models. It also provides distinct learning analytics for identifying course shortcomings and validating corrective actions instructors have introduced in a course. Finally, this paper reports the benefits of applying our framework to an engineering course at the Pontifical Catholic University, Valparaiso, Chile for three years.

Современные подходы к оценке сформированности компетенций студентов технических вузов

The study reveals the deficiencies in the modern competency assessment model devised for university graduates. While assessing the level of students’ competence at engineering universities and departments, one should take into account not only students’ academic performance, the evaluation of internships, term papers, projects, and graduation theses but also their involvement in different activities during studies. The involvement indicators include the results of research projects, awards, allowances, rewards, and punishments. The analytic forms are proposed to assess the level of competence among students and the effectiveness of educators within the educational program. The approaches proposed will enhance the objectivity of such an assessment and allow one to identify the reasons for poor results and change the academic process immediately to improve the efficiency of educational activities at engineering universities (departments).

Science Teaching Excites Medical Interest: A Teacher Professional Development Program in Mississippi

The Science Teaching Excites Medical Interest (STEMI) program is a collaboration of university-based biomedical clinical and research experts, graduate students in clinical anatomy, and Mississippi K-12 schools that seeks to develop a technologically-enhanced teacher-centered community of health learners. The STEMI community is developing, implementing, and disseminating high school learning products utilizing new technological approaches for engaging students in the overall STEMI focus of exploring relationships between health literacy, the state’s epidemic of obesity, and ensuing anatomic and functional pathophysiology. An evaluation team utilizes a robust mixed-methods approach to examine the program goals and the potential for program expansion and replication. A social network analysis is tracking the development of the community learners. As STEMI aims to improve teacher quality by developing key competencies necessary for implementation of the flipped classroom technologically-engaged modules, a competency model was developed. Competencies were identified via participatory evaluation techniques and assessments are aligned to the competencies. The competency of teachers in the skills needed for creation and delivery of effective flipped lessons is tracked using a radar graph to guide tailored professional development. Preliminary evaluation data indicate the community is growing and strengthening and the competency assessment model is effective in guiding continuing professional development.

INTERCULTURAL COMPETENCE COMPARATIVE ANALYSIS OF TWO DEVELOPMENTAL MODELS – RELATED TO DEVELOPMENTAL LEVELS/STAGES

Intercultural competence is currently an area of research in which new approaches and perspectives appear in large numbers every year. Given the importance of intercultural competence there is a need for a conceptual consensus within a multi-disciplinary approach.This contribution presents recent developments of Reflective Intercultural Competence Assessment (RICA) model, whose main goal is the development of intercultural skills in a second language and culture. The presentation focuses on first data analyses of the applied RICA model, with the aim to discover guidelines and directions for current and potential extended use of the model. The comparative analysis within the current developed RICA model and a model with long years of experience, the Developmental Model of Intercultural Sensitivity (DMIS), gives particular attention on stages of development in order to find guidance on practice and functioning.

Financial Competency Assessment Model

Financial analysis is one of the evaluative criteria that have drawn the most attention and importance when measuring the performance of organizations or analyzing the corporate strength of the businesses. Particularly believed that the fiscal power will extend the business lifecycle. This opens the path to the intensive use of financial analysis in assessments and the easy collection of relevant data resting on measurable parameters. The method most widely used in the financial evaluation of organizations is the ratio analysis. By performing a ratio analysis, important information can be gained about the financial status of the enterprises. That information may include liquidity, indebtedness and profitability. For example, Banks perform ratio analysis and evaluate the business’s structural condition to assess the risk and decide whether to give loans to a requesting organization. Although these analyses provide useful information it may not provide concrete evidence of financial competency. There is a need for further analysis to identify these. In this study, Financial competency is considered to be the part of an enterprise competency assessment model. It is a nested architecture identifying the financial competency in 6 layers from the least up to the most concrete competency. Each layer has several criteria including financial ratios mentioned above. This paper describes the model and concentrates on financial competency procedures. The model proposed also highlights some remedies for the enterprises to increase their competency to upper levels. Note that, as the financial competency has a more numerical foundation than the other component of the competency model, an evaluation structure using the ratios most commonly used in the literature has been adopted in this part of the model.

Modern Means and Technologies for Estimation of Results of Training

The article discusses the use of modern tools and technologies for assessing learning outcomes. Evaluation of learning outcomes is inextricably linked with the quality of education provided by an educational institution. It is noted that today there is no single interpretation of the concept of “quality of education”. Because of the introduction of the competence approach, graduates now form not just a certain amount of knowledge and skills, but the ability to use it, apply the experience gained in practice, so modern assessment should be fundamentally new and different from traditional methods. The features of the competency assessment system are determined. The basic provisions of the assessment methodology are established and on their basis; we have identified the components of the model of the system of automated assessment of professional competencies. The principles of constructing the competency assessment model were singled out. The analysis of existing modern means of estimation is carried out. Among them, the methods specific to the authentic approach were highlighted, as well as the advantages of using the electronic platform Moodle for conducting the evaluation procedure.

Modelos evaluativos de Metaliteracy y alfabetización en información como factores de excelencia académica

El trabajo analiza la transformación de la alfabetización en información a partir de la confluencia de las competencias en información con las competencias en comunicación. Esta confluencia se hace necesaria por el nuevo contexto que en Educación impone la eScience, la Web Social, el aprendizaje colaborativo y la imagen para la formación académica. La alfabetización en información debe coordinarse con la visual literacy, la dataliteracy, la transliteracy, la new media literacy, lo que hace posible el impacto de la metaliteracy en Educación. El trabajo estudia la definición de la metaliteracy en Educación Superior para demostrar la necesidad del diseño de un modelo de evaluación para unas competencias en metaliteracy, por lo que detalla el método de búsqueda de referentes y llegar a la presentación de una estructura de categorías que organicen la propuesta de indicadores apropiados, presentando la propuesta de un modelo de evaluación de competencias para metaliteracy.

Creating synergy in critical care competency assessment

Creating synergy in critical care competency assessment

A proposal for generic competence assessment in a serious game

Abstract This paper focuses on the design of a serious game for the teaching and assessment of generic competences, placing particular emphasis on the competences assessment aspect. Taking into account important aspects of competence assessment such as context, feedback and transparency, among other aspects, and using the University of Deusto's Generic Competences Assessment Model based on the defining of levels, indicators and descriptors as a reference point, a serious game has been designed for the development and evaluation of two Generic Competences: Problem Solving and Entrepreneurship, aimed at final-year undergraduate and first-year postgraduate students. The design process shows that having a Competence Assessment Model based on levels, indicators and descriptors is of great help in defining the game's scenarios and learning and assessment activities. Serious games can also be excellent resources to help in the development and assessment of generic competences, but not as a unique tool, since the concept of competence in itself is highly complex (integrating knowledge, skills, attitudes and values) and some elements might require other methods and techniques for its development. It also reveals the difficulties of evaluating competences in general and through serious games in particular.

A framework for benchmarking competency assessment models

AbstractThis paper discusses the need for competent systems engineers, the differences between nine current ways of assessing competencies (competency models) and the difficulty of comparing the competency models due to the different ways each model groups the competencies. The paper then introduces a competency model maturity framework (CMMF) for benchmarking competency models of systems engineers. The paper benchmarks the nine models using the CMMF and a surprising finding was an error of omission in all nine models. The paper shows that the CMMF can also be used as the basis for developing an original model for a specific organization in a specific time and place and concludes with suggestions for future research. ©2012 Wiley Periodicals, Inc. Syst Eng 15