General Issues about Assessment of Competence

Hager, Paul; Gonczi, Andrew; Athanasou, James A.

doi:10.1080/0260293940190101

Cited by 124 publications

(94 citation statements)

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“…1 This has lead to a movement towards assessment by means of competencies which are based not only on the traditional evaluation of technical skills and theoretical knowledge, but also on the students' professional attitude. [2][3][4][5][6][7][8] In the UK the General Dental Council states that the aim of the undergraduate curriculum is 'the production of a caring, knowledgeable, competent and skilful dentist who is able to accept professional responsibility for the effective and safe care of patients, who appreciates the need for continuing professional development, and who is able to utilise advances in relevant knowledge' . 10 Study of the core competencies required for the practise of dentistry in the European Union, including directive 78/687/EEC, 9 the work of the Association of Dental Educators in Europe and the Dental Education in Europe (DentEd) report 8 confirm that the term clinical competence is applied to 'a combination of skill, attitude and knowledge, which provides the clinician with the capacity to undertake a specific clinical or administrative task' .…”

Section: Introductionmentioning

confidence: 99%

Assessment of professional behaviour — a comparison of self-assessment by first year dental students and assessment by staff

2005

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Objective: A study was set up to assess usefulness and acceptability of a method of assessing professional behaviour of undergraduate dental students. Setting: The first year preclinical course at the Department of Dentistry and Oral Hygiene, University of Groningen, the Netherlands. Materials and method: A form was developed with an ordinal scale to assess undergraduate professional behaviour. A standard means of carrying out assessment was then undertaken and subsequently used to give feedback to the students at the end of each of three terms. The students' self-assessment was then compared to that of the staff. Results: Descriptive analysis of the results was carried out per term. The response rate was 80-85%. The significant difference which existed between the scores of students and staff at the start of the study was reduced to reasonable agreement over two of the three criteria. Conclusions: The study indicated that the initial difference in assessment of their professional behaviour by first year dental students and by staff, was reduced by the forms and procedure used. This indicates the usefulness of the procedure as a teaching aid. The high participation rate confirms this to be an acceptable means of assessment of dental students' professional behaviour.

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Section: Introductionmentioning

confidence: 99%

Assessment of professional behaviour — a comparison of self-assessment by first year dental students and assessment by staff

2005

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“…The Nursing Course of the College of Medicine of Marí-lia (Faculdade de Medicina de Marília, or Famema) has been working, since 1998 -well before the DCNs, with a curriculum that is integrated and oriented by competency in the dialog-based approach, having as a notion of competency the capacity to mobilize various different resources to provide a solution to a series of professional practice situations in a way that is relevant and efficacious (2,10) .…”

Section: Evaluation Of a Course Developed By Areas Of Competencymentioning

confidence: 99%

“…Together with these approaches, there is the dialog approach, which was first put forward in Australia, and centers on development of capacities or attributes (cognitive, psychomotor or in terms of affection), which, combined, comprise different ways of successfully carrying out the essential and characteristic actions of a given professional practice in the context in which they are applied (8,(10)(11) . This conception, as well as taking into account the context and the culture of the work location where the action takes place, seeks to incorporate ethics and values as elements of competent performance and considers that it is possible to be competent in different ways (7) .…”

Section: Introductionmentioning

confidence: 99%

Competency-Based Training in Nursing: Limits and Possibilities

Tonhom

Costa

Hamamoto

et al. 2014

Rev. esc. enferm. USP

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ReSuMoObjetivo: Analisar possibilidades e limites da formação em enfermagem por competência. Método: Revisão integrativa da literatura acerca do assunto e analise dos resultados de uma pesquisa de avaliação de um curso de enfermagem desenvolvida por áreas de competência, estabelecendo um diálogo entre a revisão e os resultados dessa pesquisa. Resultados: Quanto à vertente teórica de competência desses artigos, houve um predomínio da matriz construtivista, seguida da funcionalista e da dialógica. No diálogo entre a literatura e a pesquisa observaram-se limites e possibilidades no desenvolvimento de uma formação por áreas de competência. Conclusão: A abordagem dialógica de competência é a proposição que mais se aproxima do perfil definido pelas DCN para a formação em enfermagem, identificada também na pesquisa de avaliação analisada. No entanto, verificou-se que há aspectos que precisam ser mais bem trabalhados, como: parceria escola e serviço, papel do docente, papel do estudante e processo avaliativo. AbSTRACTObjective: To analyze the possibilities and limits of competency-based training in nursing. Method: An integrative review of the literature on the subject was carried out, and an analysis was made of the results of a survey evaluating a nursing course based on areas of competency. A dialog was then established between the review and the results of the research. Results: On the question of which theoretical type of competency the articles from the literature relate to, there is a predominance of the constructivist perspective, followed by the functionalist approach and the dialog-based approach. In the dialog between the literature and the research, limits and possibilities were observed in the development of a training by areas of competency. Conclusion: The dialog-based approach to competency is the proposition that most approximates to the profile defined by the National Curriculum Guidelines for training in nursing, and this was also identified in the evaluation survey that was studied. However, it is found that there are aspects on better work is needed, such as: partnership between school and the workplace, the role of the teacher, the role of the student, and the process of evaluation. ReSuMenObjetivo: Analizar posibilidades y límites de la formación en enfermería por competencia. Método: Revisión integrativa de la literatura sobre el asunto y análisis de los resultados de una investigación de evaluación de un curso de enfermería desarrollada por áreas de competencia, estableciendo un diálogo entre la revisión y los resultados de esa investigación. Resultados: Cuanto a la vertiente teórica de competencia de esos artículos, hubo un predominio de la matriz constructivista, seguida de la funcionalista y de la dialógica. En el diálogo entre la literatura y la investigación se observaron límites y posibilidades en el desarrollo de una formación por áreas de competencia. Conclusión: El abordaje dialógico de competencia es la proposición que más se aproxima del perfil definido por las DCN para la formación...

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“…In light of this, the assessment also directs the students´ learning (by continuous evaluation), as well as measuring the learning outcomes (by summative evaluation), showing a clear effect on teaching and learning (Havnes, 2004). Thus, the assessment methods and criteria must be related to the objectives of the students´ learning, having decided previously the aspects that have to be evaluated (Hager et al, 1994).…”

Section: Introductionmentioning

confidence: 99%

Academic performance in water treatment subjects: Comparison between Chemical Engineering and Environmental Sciences

Leyva-Díaz¹,

Álvarez-Arroyo²

2017

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As a result of the guidelines from the European Higher Education Area (EHEA) of an education system based on learning more than teaching, this study emerges with the objective of assessing the performance of students in theoretical and practice learning in Degree in Chemical Engineering and Degree in Environmental Sciences. The study was carried out on 208 total students and by selecting two common laboratory practices and theoretical classes in both degrees. The research concluded the existence of statistically significant differences between the students of both degrees in all aspects evaluated, including both the theoretical and practice learning. In this regard, the students of the Degree in Chemical Engineering showed a success rate which doubled the one got by the students of the Degree in Environmental Sciences, with a higher valuation in the academic performance by the students of the Degree in Chemical Engineering. Generally, the students obtained better results in the evaluation of the practice teaching than in the theoretical one, which strengthens the concept of the EHEA consisting of introducing a teaching more applied and focused on the obtaining of competences with future application in the job market. Key words EHEA, academic performance, learning, Chemical Engineering, Environmental Sciences. ResumenComo resultado de las directrices del Espacio Europeo de Educación Superior (EEES) de un sistema educativo basado en el aprendizaje más que en la enseñanza, este estudio surge con el objetivo de evaluar el rendimiento de los estudiantes en el aprendizaje teórico y práctico en Grado en Ingeniería Química y Grado en Ciencias Ambientales. El estudio se llevó a cabo con 208 estudiantes en total y seleccionando dos prácticas comunes de laboratorio y clases teóricas en ambos grados. La investigación concluyó la existencia de diferencias estadísticamente significativas entre los estudiantes de ambos grados en todos los aspectos evaluados, incluyendo tanto el aprendizaje teórico como práctico. En este sentido, los estudiantes del Grado en Ingeniería Química mostraron una tasa de éxito que duplicaba la obtenida por los estudiantes del Grado en Ciencias Ambientales, con una mayor valoración en el rendimiento académico por parte de los estudiantes del Grado en Ingeniería Química. En general, los estudiantes obtuvieron mejores resultados en la evaluación de la práctica docente que en la teórica, lo que refuerza el concepto de EEES consistente en introducir una enseñanza más aplicada y enfocada en la obtención de competencias con futura aplicación en el mercado laboral. Palabras clave EEES, rendimiento académico, aprendizaje, Ingeniería Química, Ciencias Ambientales.

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General Issues about Assessment of Competence

Cited by 124 publications

References 4 publications

Assessment of professional behaviour — a comparison of self-assessment by first year dental students and assessment by staff

Assessment of professional behaviour — a comparison of self-assessment by first year dental students and assessment by staff

Competency-Based Training in Nursing: Limits and Possibilities

Academic performance in water treatment subjects: Comparison between Chemical Engineering and Environmental Sciences

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