Competency-Based Assessment

Idrissi, Mohammed Khalidi; Hnida, Meriem; Bennani, Samir

doi:10.4018/978-1-7998-0420-8.ch006

Cited by 6 publications

(4 citation statements)

References 20 publications

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“…Objective Determination Phase-In this phase, establishing objectives refers to specifying the competencies to be attained by developing instructional materials (Ali & Jundi, 2023;Idrissi et al, 2020;Wong, 2020). Identifying competency achievement indicators involves employing operational verbs (Direktorat PTKI Kemenag, 2018;Jundi & Solong, 2021).…”

Section: Preparation Of Teaching Materials For Ilm Badi With An Innov...mentioning

confidence: 99%

Innovative Thinking Approach in Designing Teaching Materials for Ilm Badi Course: A Comprehensive Framework for Enhancing Students' Writing Skills

Dalle,

Jundi,

Hamid

et al. 2024

AlTarib

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Students face several challenges in learning Ilm Badi, including difficulty understanding learning objectives, a lack of comprehension regarding the classification in Ilm Badi materials, insufficient visual stimuli in teaching materials, and challenges in generating new sentences. These issues indicate a mismatch between theoretical understanding and practical language skills. Therefore, this study aims to design teaching materials for Ilm Badi with an innovative thinking approach to stimulate students' writing creativity. The research method employed is Research and Development (R&D), integrating the instructional material design procedure by Sa'ud with the ADDIE model. Data were collected through interviews, observations, and questionnaires. The results indicate that the innovative thinking approach is relevant in strengthening creative thinking processes in general and supports the teaching of Ilm Badi with a more progressive and contextual approach. The teaching materials produced through detailed design stages involve composing content in Arabic and Indonesian, utilizing additional visualizations, and designing exercises to encourage students' innovative thinking abilities. The teaching materials design process includes collaboration with relevant experts. It undergoes expert assessments, resulting in teaching materials that meet standards for use in Ilm Badi learning, emphasizing innovative thinking. Further studies are necessary to test the designed teaching materials' effectiveness empirically.

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Section: Preparation Of Teaching Materials For Ilm Badi With An Innov...mentioning

confidence: 99%

Innovative Thinking Approach in Designing Teaching Materials for Ilm Badi Course: A Comprehensive Framework for Enhancing Students' Writing Skills

Dalle,

Jundi,

Hamid

et al. 2024

AlTarib

View full text Add to dashboard Cite

show abstract

“…Ideally, assessments in conjunction with generating data of student performance should help students monitor their own progress and reflect on their learning experience while also providing the opportunity for staff to reflect on the students' level of achievement and revise teaching methods accordingly. The process can be facilitated by the development and application of rubrics that consist of fixed scales with points corresponding to the performance indicators descriptions of the competences assessed, making it easier to measure and communicate students' performance of these [91]. These indicators consist of levels, such as below basic, basic, intermediate, advanced, and expert and assist the educators to score the ability of the students to perform the task described [92].…”

Section: • Competence: Decision Makingmentioning

confidence: 99%

The Contribution of Higher Education to Sustainability: The Development and Assessment of Sustainability Competences in a University Case Study

Kioupi

Voulvoulis

2022

Education Sciences

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Universities can make a significant contribution to sustainability, and the development of sustainability competences in their graduates should be a key outcome of their courses. We propose an assessment framework for enabling and evaluating the attainment of sustainability competences in University students. We outline its six steps, offering tools on how to assess the alignment of University programs’ Learning Outcomes (LOs) to sustainability and how translate them into competences for sustainability. We provide approaches to evaluate existing assessment methods in terms of enabling students to develop and apply their competences, guidance on how to conduct the assessments to collect data on student performance and eventually how to use the data, and evidence collected to evaluate if the students are developing the intended competences. We illustrate the application of the assessment tool in a University case study and we draw conclusions on the evidence it offers to how higher education practitioners can benefit from its use.

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“…Elements of a competency ontology should thus be easily readable by humans, and also provide an information format to be processed by software tools. In the RCD and HR-XML models, competencies are essentially narrative, unstructured pieces of text that render machine processing difficult (Idrissi et al, 2020). An ontology model, as proposed by the ASN, COMP1 and Rezgui models, should be preferred to less structured information models, in order to capture the meaning of the terms and maximise the inference capabilities.…”

Section: Analysis Of the Modelsmentioning

confidence: 99%

A new competency ontology for learning environments personalization

Paquette

Mariño

Bejaoui

2021

Smart Learn. Environ.

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Competency is a central concept for human resource management, training and education. We define a competency as the capacity of a person to display a generic skill with a certain level of performance when applied to one or more knowledge entities. Competencies, and competency referentials grouping competencies, are essential elements for user models, e-Portfolios, adaptive learning, and personalization in Technology-based learning. But to be processed both by humans and by software tools, competencies should be represented in a formal, non-ambiguous model called an ontology. Moreover, this model should use a shared vocabulary to describe the generic skills and the knowledge entities. Defining and linking shared vocabularies is the purpose of ontologies in the semantic web. The goal of our research is to develop a competency ontology for the semantic web to be used as a shared referential in the description of competencies and competency profiles. We analysed five previous competency models and developed COMP2, a new competency ontology that integrates important elements of previous models and the richness of the semantic web vocabulary. COMP2 provides processing capabilities both to humans and computers. Its graphic model is highly readable by humans for design, evaluation and communication purposes. It also translates, together with its data sets, to standard semantic Web code for machine processing. The ontology is composed of five stages that are interlinked with other ontologies in use within the web of linked open data. We will present an example for the use of the ontology for competency-based personalization in learning environments.

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Competency-Based Assessment

Cited by 6 publications

References 20 publications

Innovative Thinking Approach in Designing Teaching Materials for Ilm Badi Course: A Comprehensive Framework for Enhancing Students' Writing Skills

Innovative Thinking Approach in Designing Teaching Materials for Ilm Badi Course: A Comprehensive Framework for Enhancing Students' Writing Skills

The Contribution of Higher Education to Sustainability: The Development and Assessment of Sustainability Competences in a University Case Study

A new competency ontology for learning environments personalization

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