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Competence & portfolios: how can we relate them? Simon Grant JISC Centre for Educational Technology and Interoperability Standards (CETIS) NORDLET 2009-09-18
Overview ,[object Object]
Needs a workable concept of competence, which comes first.
Starting points ,[object Object]
Different areas are often distinguished: ,[object Object]
assessment or evaluation
evidence assembly and presentation towards next stage
personal and professional development ,[object Object],[object Object]
basic capabilities of the individual across contexts
competence – contextual, above knowledge and capability
Explicit, verbalisable knowledge ,[object Object]
can you say how to do things (explicit “know-how”)
can you describe causes and effects in the world ,[object Object],[object Object]
a traditional aspect of examinations ,[object Object],[object Object]
Basic capability of the individual ,[object Object]
thread this needle
read this text
solve this puzzle
make this machine do something... ,[object Object]
Traditional practical tests, face-to-face evaluation
BUT  explicit knowledge and basic capability still do not account for on-the-job effectiveness
What is missing to make up competent performance?
Competence involves choices ,[object Object]
range of basic capabilities for action
on-the-spot  choice  of adequate actions in real contexts ,[object Object]
The “good choices” part could be something like ,[object Object],[object Object],[object Object]
(but that is another presentation)

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Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptx
 

Competence and portfolios - OpenOffice

Notes de l'éditeur

  1. Many people have tried out different ways of analysing competence and competency. Knowledge, skills, attitudes is one, but the definition of attitudes is not very helpful. The European e-Competence Framework uses the following definitions: • Competence is defined as “a demonstrated ability to apply knowledge, skills and attitudes for achieving observable results”. Consequently, the related e-Competence descriptions embed and integrate knowledge, skills and attitudes. • Skill is defined as “ability to carry out managerial or technical tasks”. Managerial and technical skills are the components of competences and specify some core abilities which form a competence. • Attitude means in this context the “cognitive and relational capacity” (e.g. analysis capacity, synthesis capacity, flexibility, pragmatism...). If skills and knowledge are the components, attitudes are the glue, which keeps them together. • Knowledge represents the “set of know-what” (e.g. programming languages, design tools...) and can be described by operational descriptions.
  2. And perhaps you can sense how the choice questions can easily range between choices with no ethical implications and ones with clear ethical implications.
  3. Or maybe add bribery at the bottom. Again we can imagine choices ranging between non-ethical to deeply ethical.