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The assessment of 'wicked' competences: post-conference version

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petertknight

A report of an enquiry into the ways in which 'wicked' competences are assessed, incorprorating comments made during the presentation at the SEDA conference, 22 November 2006

TechnologieSanté & Médecine
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The assessment of ‘wicked’ competences: December version Peter Knight and Anna Page Institute of Educational Technology
Outline ,[object Object],[object Object],[object Object],[object Object],[object Object]
Explanation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The problem ,[object Object],[object Object],[object Object],[object Object],[object Object]
AWC study design ,[object Object],[object Object],[object Object],[object Object],[object Object]
The nine competences
Is there likely to be a problem here? ,[object Object],[object Object],[object Object],[object Object]
How seriously is AWC taken? Yes Yes Yes Yes Yes Priority Yes Yes Yes Yes Yes Yes Yes Yes Valued Take onwards Self-manage Relate Know Oral Listen Group EI Support
How is AWC done? 5 3 12 13 5 8 15 2 20 n=83 3.6 3.6 3.5 1.87 Coursework 3.8 3.8 3.54 4.2 3.5 3.53 4.3 Tests 4.4 3.87 Portfolios 4.0 4.0 3.58 3.69 3.6 0.5 4.16 Simulations 2.0 1.92 3.8 3.8 1.5 Workplace 2.33 3.5 2.38 4.5 Criteria 2.8 2.0 2.4 0.5 Indirect 2.0 2.17 1.85 2.4 2.25 3.5 Direct Take onwards Self-manage Relate Know Oral Listen Group EI Support
In your institution, is this competence mainly assessed at programme or at module level? 65 9 15 5 17 3 16 Mainly module, course or unit 18 3 3 5 3 1 3 Mainly programme / award All (n = 83) Youth work (n = 12) Social work (n = 18) Secondary School teaching (n = 10) Nursing (n = 20) Early years teaching (n = 4) Accountancy (n = 19)
Cause for concern? ,[object Object],[object Object],[object Object],[object Object]
Develop supportive relationships ,[object Object],[object Object],[object Object],Not a problem, yet Q24 says may be a problem for Youth work 2.4 3.8 3.3 3.1 3.5 3.7 Not a problem for Secondary education 2.8 3.3 2.9 4.0 3.7 3.5 Not a problem 2.6 3.6 3.1 3.6 3.6 3.6 Conclusion Reliability Meaning Criteria Time Cost Training
Emotional intelligence ,[object Object],[object Object],[object Object],Problem 1.5 2.5 2.3 2.0 1.5 1.5 Conclusion Reliability Meaning Criteria Time Cost Training
Group work ,[object Object],[object Object],[object Object],Neutral, bordering on not problematic, yet Q24 says may be a problem 2.4 2.8 3.0 3.1 3.0 3.1 Conclusion Reliability Meaning Criteria Time Cost Training
Listening and assimilating ,[object Object],[object Object],[object Object],Not a problem 2.5 3.5 3.0 3.9 4.1 3.1 Conclusion Reliability Meaning Criteria Time Cost Training
Oral communication ,[object Object],[object Object],[object Object],  Not a problem except for time, Q24 says is a problem for Early years 2.0 4.0 3.3 2.0 5.0 4.0 Neutral, bordering on problematic, Q24 says is a problem for Accounting 1.5 2.5 2.5 2.5 3.0 2.3 Neutral, bordering on problematic, Q24 says is a problem 1.6 2.8 2.7 2.4 3.4 2.6 Conclusion Reliability Meaning Criteria Time Cost Training
Professional subject knowledge ,[object Object],[object Object],[object Object],Not a problem 2.7 3.3 3.3 3.5 3.9 3.6 Conclusion Reliability Meaning Criteria Time Cost Training
Relating to clients ,[object Object],[object Object],[object Object],[object Object],Not a problem , yet Q24 says may be a problem 2.2 3.3 2.6 3.0 3.9 3.2 Conclusion Reliability Meaning Criteria Time Cost Training
Self-management ,[object Object],[object Object],[object Object],Not a problem 3.0 3.7 3.6 3.7 3.3 4.0 Conclusion Reliability Meaning Criteria Time Cost Training
‘ Taking it onwards’ ,[object Object],[object Object],[object Object],Not a problem , yet Q24 says may be a problem 2.0 3.2 2.5 4.0 3.4 3.0 Conclusion Reliability Meaning Criteria Time Cost Training
SEDA discussion ,[object Object],[object Object],[object Object],[object Object]
There’s not a problem ,[object Object],[object Object]
Faulty enquiry methods ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
False consciousness ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Contact us ,[object Object],[object Object],[object Object],[object Object],[object Object]

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The assessment of 'wicked' competences: post-conference version

  • 1. The assessment of ‘wicked’ competences: December version Peter Knight and Anna Page Institute of Educational Technology
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  • 8. How seriously is AWC taken? Yes Yes Yes Yes Yes Priority Yes Yes Yes Yes Yes Yes Yes Yes Valued Take onwards Self-manage Relate Know Oral Listen Group EI Support
  • 9. How is AWC done? 5 3 12 13 5 8 15 2 20 n=83 3.6 3.6 3.5 1.87 Coursework 3.8 3.8 3.54 4.2 3.5 3.53 4.3 Tests 4.4 3.87 Portfolios 4.0 4.0 3.58 3.69 3.6 0.5 4.16 Simulations 2.0 1.92 3.8 3.8 1.5 Workplace 2.33 3.5 2.38 4.5 Criteria 2.8 2.0 2.4 0.5 Indirect 2.0 2.17 1.85 2.4 2.25 3.5 Direct Take onwards Self-manage Relate Know Oral Listen Group EI Support
  • 10. In your institution, is this competence mainly assessed at programme or at module level? 65 9 15 5 17 3 16 Mainly module, course or unit 18 3 3 5 3 1 3 Mainly programme / award All (n = 83) Youth work (n = 12) Social work (n = 18) Secondary School teaching (n = 10) Nursing (n = 20) Early years teaching (n = 4) Accountancy (n = 19)
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