Guiding principles and recommendations for the assessment of competence.

Abstract

This article presents guiding principles for the assessment of competence developed by the members of the American Psychological Association's Task Force on Assessment of Competence in Professional Psychology. These principles are applicable to the education, training, and credentialing of professional psychologists, and to practicing psychologists across the professional life span. The principles are built upon a review of competency assessment models, including practices in both psychology and other professions. These principles will help to ensure that psychologists reinforce the importance of a culture of competence. The implications of the principles for professional psychology also are highlighted. research and clinical practice focus on competency-based education, training, and supervision of interns and postdoctoral fellows; family violence; suicidal behavior across the life span; and family systems medicine. NANCY J. RUBIN received her PsyD from the University of Denver in clinical psychology. She is an associate professor and the Director of Psychology

The Illusion of Competency Versus the Desirability of Expertise: Seeking a Common Standard for Support Professions in Sport

“…Crucial for our argument, these authors, Kaslow et al [14] and Schön [19] see professional competence as more than the acquisition and application of knowledge to simple problems. Rather, ''it is defined by the ability to solve ambiguous problems, tolerate uncertainty, and make decisions with limited information'' [18] (p. 227).…”

“…As a consequence, examiners must opt to focus more on some criteria than others and, paradoxically, thereby defy the logic on which the competency approach is founded. By contrast, in an expertise-based approach, the differential weighting of factors (some are clearly more important than others, and this differential co-varies with time) is made explicit and overtly situated as a part of the evaluation, if only because fewer factors are completed in more comprehensive detail [14] (also see our worked example in Sect. 4.2).…”

“…4 of this paper. Furthermore, and problematically, the idea of a competency-based performance measure clearly undermines its applicability for formative purposes [14]. For example, if individuals feel that they are being assessed, this can impact significantly on the criticality and openness required for a developmental process to work.…”

“…Unfortunately, despite this growing awareness, the positive examples set by medical disciplines (e.g. Girot [4,6] and the General Medical Council [4,6]), and even explicit and detailed coverage of what competence assessment should look like [see Kaslow et al [14] (developed in psychology but, so far in our experience, not followed by sport psychology organisations)], competency models nonetheless remain an industry standard.…”

The Market-Oriented Management Style of Private Vocational Schools in Complying with the Labor Market in Southern Thailand

“…A variable of the establishment includes the process of evaluation, which reveals significant differences between the teacher and developers. Sometimes, the evaluation should be scheduled the training for evaluation (Kaslow et al, 2007;Kane, 2008;Johnston, 2004). Variables with educational establishments are of paramount importance in two sectors, which cooperate together.…”