Modeling and Measuring Competencies in Germany

Zlatkin‐Troitschanskaia, Olga; Pant, Hans Anand; Lautenbach, Corinna; Molerov, Dimitar; Toepper, Miriam; Brückner, Sebastian

doi:10.1007/978-3-658-15486-8_3

Cited by 4 publications

(5 citation statements)

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“…A striking example of such an effort is the long‐running KoKoHs project in Germany (Zlatkin‐Troitschanskaia et al ., ). Under the auspices of the KoKoHs project, numerous assessments of both generic and discipline‐specific competencies were developed, piloted, and validated.…”

Section: Discussionmentioning

confidence: 97%

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Performance assessment and standardization in higher education: A problematic conjunction?

Braun

2019

Brit J of Edu Psychol

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Background There is unrealized potential in higher education for greater use of performance assessment, particularly in support of teaching and learning: Well‐designed performance tasks can elicit evidence regarding what students know and can do with respect to complex learning objectives. At the same time, there is some pressure, at least in the United States, to widen usage of standardized assessments in order to facilitate comparisons among institutions. Aims and methods We distinguish assessments requiring extended performances of some kind from those involving other response formats. Taking student‐produced essays as a paradigmatic example, we examine the processes of assessment design and scoring as they pertain to the validity of the inferences drawn from student work products. We also briefly review the history of standardized assessments and the roles they have played in education. Further, we describe how advances in assessment theory and practice have permitted substantial relaxation in the implementation of standardization. Results Our analysis of these issues in the higher education context draws on empirical evidence regarding both faculty usage of performance tasks (particularly as a means for enhancing the construct validity of an overall assessment) and faculty resistance to the imposition of externally developed, standardized assessments. We also describe efforts undertaken in the United States to strengthen faculty expertise in assessment design, scoring, and interpretation. Conclusions We conclude that performance tasks have an important role to play in higher education, especially in view of the complexity and depth of the learning goals set for the students. For many purposes, they cannot be replaced by simpler, cheaper forms of assessment. Efforts to facilitate comparability in evaluating institutional outcomes, however, have not borne much fruit despite the substantial investments made. We argue that resources would be better directed at improving the quality of assessments developed and employed by college faculty and suggest how that might be accomplished.

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Section: Discussionmentioning

confidence: 97%

“…Shavelson (), Shavelson, Zlatkin‐Troitschanskaia, and Mariño (), Zlatkin‐Troitschanskaia et al . (), and Secolsky and Denison () are notable exceptions. Unfortunately, there is a dearth of resources to assist college faculty in building expertise in assessment development…”

Section: Introductionmentioning

confidence: 99%

Performance assessment and standardization in higher education: A problematic conjunction?

Braun

2019

Brit J of Edu Psychol

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“…However, nursing competence is a complicated concept and needs to be assessed by multiple methods [ 30 ]. Furthermore, competencies are acquired and continuously improved throughout education and practice [ 31 ]. Therefore, competency assessment methods must be extensively investigated to measure nursing students’ and graduates’ competencies, not only cross-sectionally in comparison to others, but also longitudinally over their program of study and practice.…”

Section: Discussionmentioning

confidence: 99%

The Current Contexts of Newly Graduated Nurses’ Competence: A Content Analysis

2022

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Producing and sustaining a competent nursing workforce is imperative to protect the public. Identifying current issues and trends in nursing competence can strengthen insights and provide direction for the future nursing workforce. A summative content analysis was performed; PubMed, CINAHL, and Scopus were searched for content from the last ten years. A total of 3225 titles and abstracts regarding nursing competence were identified and analysed using the big-data analysis software Leximancer. Five themes were discovered from the analysis: (1) standardisation of nursing competencies with emerging competencies, (2) assessment competency levels, (3) graduates’ expectations and achievement, (4) safe and quality practice with teamwork, and (5) competency curriculum development. This found standardised nursing competencies, which suggests prioritising which core competencies should be focused on during education to produce competent generalist professional nurses, and employers could help nursing graduates improve their competence in specialised areas. This review also suggests that further education strategies should be developed to better prepare graduates for culturally safe practice to meet the needs of diverse minority populations and for informatics competency during the COVID-19 pandemic. Competence assessment methods must be extensively investigated to measure nursing competencies both longitudinally and cross-sectionally.

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“…As shown in Figure , self‐regulation and deployment of knowledge and skills (i.e., cognitive resources) are key aspects of intellectual capital because it is only through a coordinated effort of knowledge and skill application that problems can be solved accurately and efficiently. Thus, intellectual capital reflects the overall infrastructure that not only includes cognitive competencies but also the component resources that permit appropriate regulation and deployment of resources, which can be contingent on auxiliary motivational, moral, and even social and emotional attributes (Weinert, ; Zlatkin‐Troitschanskaia et al ., , p. 22).…”

Section: Measuring Competencies and Inferring Intellectual Capitalmentioning

confidence: 95%

“…By anchoring the definition and description of the measured intellectual capital to cognitive theory and empirical research, the associated knowledge, skills, and attributes can be defended as appropriate for a population of examinees. A well‐defined description also facilitates the development and selection of performance tasks and the assessment environment in which the tasks will be embedded (Zlatkin‐Troitschanskaia et al ., ).…”

Section: Cognitive Validationmentioning

confidence: 97%

The risk–return trade‐off: Performance assessments and cognitive validation of inferences

Leighton

2019

Brit J of Edu Psychol

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Background and Aims In educational measurement, performance assessments occupy a niche for offering a true‐to‐life format that affords the measurement of high‐level cognitive competencies and the evidence to draw inferences about intellectual capital. However, true‐to‐life formats also introduce myriad complexities and can skew if not outright distort the accuracy of inferences. For validating claims about test‐takers from performance assessments, the collection of evidence about response processes is a necessity of sufficient import that the validation process needs to be labelled a cognitive validation to ensure that the cognitive is not forgotten in the logic of the validation process. Analysis and Example Cognitive validation is described as a three‐pronged process of (1) identifying the knowledge, skills, and attributes associated with the intellectual capital of interest, (2) selecting and/or developing tasks to elicit intellectual capital, and (3) collecting substantive empirical evidence of examinee response processes as part of the overall validity argument. This three‐pronged process is illustrated using the American Institute of CPA's (2018) practice analysis, task‐based simulations (TBSs), and use of think‐aloud interviews to evaluate claims. Conclusions Although cognitive laboratories and think alouds are used to measure distinct types of response processes as test‐takers interact with performance assessments, both methods are among the best for obtaining direct but differential evidence from test‐takers. The labour and cost of collecting this evidence are often not done or not done well by many testing programmes. However, for performance assessments to succeed in measuring what they purport to measure, the investment of cognitive validation must be made.

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Modeling and Measuring Competencies in Germany

Cited by 4 publications

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Performance assessment and standardization in higher education: A problematic conjunction?

Performance assessment and standardization in higher education: A problematic conjunction?

The Current Contexts of Newly Graduated Nurses’ Competence: A Content Analysis

The risk–return trade‐off: Performance assessments and cognitive validation of inferences

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