1. Toolbox Competence Assessment
Discovering Competencies – Tools for Your Future
Project Workshop with Multipliers, March 19, 2012
Athens
Dr. Daniela Kroos & Annika Einhorn 1

2. Contents of the toolbox
Defining and differentiating competencies
Objectives of competence assessment for young adults
Quality standards for the use of methods of competence assessment
Modular system of competence assessment
5. Methods of competence assessment. 2

3. 1. Defining and differentiating competences
“Competence is the willingness and ability to work creatively and in an organised manner, and to deal with uncertainty and shifting challenges”
(Erpenbeck, Heyse and Meyer)
Competence for autonomous action =
specialised competencies 1) +
methodical competencies 2) +
social competencies 3) +
personal competencies 4) 3

4. 2. Objectives of competence assessment
Vocational orientation;
Clarification and re-evaluation of personal background, experience, and potentials;
Matching person’s interests and abilities with his/her educational and employment opportunities;
Preparation for the necessary steps to reach one’s professional goals;
Develop confidence in own abilities and clear objectives. 4

5. Expertise and intercultural competence;
2. Objectives of competence assessment: Requisites for achievement of those goals
Staff:
Expertise and intercultural competence;
Consideration of the issues and particularities of the target group;
Method:
Assess interests, motivation, and technical skills, as well as methodical, social, and personal competencies. 5

6. 2. Objectives of competence assessment: Need for different methods
Subject-oriented methods:
Person’s interests;
Individual development: experiences, goals achieved and missed opportunities;
Greater awareness of useful skills;
Demand-oriented methods:
Knowledge, education, skills and potentials necessary in working life. 6

7. 3. Quality standards for competence assessment
Subject- and demand-oriented methods: careful selection of appropriate methods;
Experience in working with the target group and target group awareness;
Skilled personnel;
Knowledge of requirements of the vocational training and education system and of labour market demands;
Confidence building and transparency of the procedure;
Applicability / target-orientation of assessment results;
Validity and reliability of assessment. 7

8. 4. Modular system of competence assessment
Biographical / subject-oriented methods
Assessment exercises / demand-oriented methods
Standardised tests
Documentation and certification 8

9. All areas of life are to be considered!
4. Modular system of competence assessment:
Biographical or subject-oriented methods
Relation of prior experiences to present activities;
Occupational interests and education / work experiences;
Personality traits influencing goal achievement;
Life factors influencing career path planing;
Interrupted career plans;
Reasons for unemployment.
All areas of life are to be considered! 9

10. Separation of observation and evaluation!
4. Modular system of competence assessment:
Assessment exercises / demand-oriented methods
Simulated or action-based exercises;
Systematic observation by the trained observers according to prescribed criteria;
Cross-disciplinary key competences, such as teamwork ability, as well as occupational requirements, e.g. motor skills, are assessed.
Separation of observation and evaluation! 10

11. Both assessment criteria and procedure are standardised!
4. Modular system of competence assessment:
Standardised tests
Different areas and proficiency levels, general and specific knowledge / competences;
Acquired from publishers / professional vendors or self-developed in accordance with national standards / education qualifications / recognised proficiency levels.
Both assessment criteria and procedure are standardised! 11

12. Applicability of results has to be considered!
4. Modular system of competence assessment:
Documentation and certification
Documentation in process, e.g. observation protocols,
notes taken in the course of the exercise;
Documentation at the conclusion of assessment procedure:
Certification (recognised reference system);
Less standardised report with recomendations.
Applicability of results has to be considered! 12

13. 5. Methods of competence assessment: Overview
Biographical partner interview – subject-oriented / biographical method
Expert-assisted self-evaluation – subject-oriented and demand-oriented method
Observed group exercise „Building a town“ – demand-oriented assessment method
Test for basic computer and media literacy – demand-oriented test
Certifications and reports 13

14. Questionnaire example
5. Methods of competence assessment: Biographical partner interview (i)
Content of the toolbox
Overview
Questionnaire example
Instructions for moderators 14

15. 5. Methods of competence assessment: Biographical partner interview (ii)
Objectives
Warming up the participants; no clear objectives, yet, as far as possible: review and re-evaluation of formal and non-formal competences, skills, and experiences.
Target group
Max. 16 youths/young adults in preparation for vocational training, qualification or other measures.
Process
Aim, process, and time frame are explained for each participant;
Interview partners are chosen;
Key questions are introduced and explained;
Interviews are conducted (20 minutes for each participant);
Results are presented by participants to the rest of the group (7 minutes for each presentation).
Content of the questionnaire
Formal education and work experiences;
Activities done in the family;
Use of certain devices (e.g. computer);
Skills in language (formally and informally acquired);
Informal learning and volunteer work;
Hobbies. 15

16. 5. Methods of competence assessment: Biographical partner interview (iii)
Role of the moderator
Explain the task and the questionnaire;
Make sure that the task and the objective were understood by everyone;
Be on hand for follow-up questions while staying in the background during the interviews;
During the presentations, explain terms which may not be understood by everyone;
Make sure that non-vocation-related experiences are kept at minimum while vocation-related experiences are highlighted;
Ask if the interviewed person feels adequately presented.
Evaluation
Open evaluation in two small groups;
Presentation by the participants;
Participants add to their partner’s presentation and rectify it, if necessary. 16

17. Example 1: Documenting vocational education and training
5. Methods of competence assessment: Expert-assisted self-evaluation (i)
Content of the toolbox
Overview
Example 1: Documenting vocational education and training
Example 2: Documenting work experience
Example 3: Documenting informally acquired skills
Instructions for moderators 17

18. 5. Methods of competence assessment: Expert-assisted self-evaluation (ii)
Objectives
Gain awareness of quantifiable professional skills
Carry out vocation-related, demand-oriented research regarding a career goal
Document existing VET, work experiences and informally acquired skills in a structured way (portfolio)
Match existing skills and potentials to job market needs;
Learn the methodology to later develop one’s portfolio independently
Target group
youths/young adults with a preliminary career objective and working knowledge of computers and internet 18

19. 5. Methods of competence assessment: Expert-assisted self-evaluation (iii)
Content and process
TIME FRAME
30 minutes: explain aim, process, and time frame, answer questions
3 to 4 4-hours blocks to conduct the exercise
enough time in between to obtain necessary documents
STEPS
1. Participants conduct a research  identify the requirements of the chosen career goal
2. Participants document skills on prepared forms (s. examples)
3. Reports are supplemented by certificates and reference letters if possible;
4. Job market requirements are matched to a person’s skill set and capabilities during individual consultations;
5. Confirmation of the chosen career goal and/or formulation of supplementary or alternative goals 19

20. 5. Methods of competence assessment: Expert-assisted self-evaluation (iv)
Role of the moderator
Explain objective and separate steps
Show how to conduct effective research
Assist and advice participants in their individual research
Help participants to identify job market requirements from the research material
Show how to document their skills and help to identify the most important issues
Take notes on the participants they are supervising
Help to match existing skills with market requirements and to formulate the career goal.
Evaluation
Participants are consulted regularly during the process
A summarising counselling interview in the end 20

21. 5. Methods of competence assessment: Expert-assisted self-evaluation (v)
Example 2: Documenting work experience
Employment in an industrial processing company
My tasks were:
- cutting unplaned lumber on a stationary circular saw for further processing on a planing machine (raw cut)
- cutting unplaned lumber on a stationary circular saw for a production line (mass production of solid wooden legs)
- cutting wood-based material (chipboard) for the mass production of cabinets
My responsibilities included: selection and assembling of tools, tool change, set-up and maintenance of machines and machine tools, as well as storage and transport of cut materials
at: Büromöbel GmbH
city/country: Germany
Time period from: 09 / to 04 / 2008
This entry confirmed by a certificate of employment and letter of reference by the employer was attested on: 21

22. 5. Methods of competence assessment: Observed group exercise „Building a town“ (i)
Content of the toolbox
Overview
Instructions for participants
Instructions for moderators
Observation and evaluation form on social competencies
Overall evaluation (mean values of the observations of all observers)
Evaluation talk with the participant 22

23. Assignment for the group:
5. Methods of competence assessment: Observed group exercise „Building a town“ (ii)
Assignment for the group:
“Imagine you are a team of urban planners and architects. Next year a small town is to be built near your town. You have been asked to plan the town and construct a model of it. Keep in mind that a few thousand people will live and work in this town, that they will need various public facilities and want a variety of leisure time activity venues.”
Material (cardboard, construction paper, cartons,
cloth scraps, glue, markers etc) is provided. 23

24. 5. Methods of competence assessment: Observed group exercise „Building a town“ (iii)
Objectives
Identify personal and social competencies as well as motor and methodological skills;
Improve self esteem.
Target group
Group of 8-12 youths/young adults.
Content of the observation
Personal competences: planning, ability to learn, concentration, independence, motivation, stress resistance etc;
Social skills: team work ability, communication skills, conflict resolution;
Methodological competences: e.g. multilingualism;
Psychomotor skills: motor skills, reaction rate etc. 24

25. 5. Methods of competence assessment: Observed group exercise „Building a town“ (iv)
Process
Discuss content and objective of the task;
Form groups of 3–4 participants;
Working in small groups; observation of the participants by at least 2 assessors / filling in observation sheets (2 hours);
Present group results;
Group evaluation: Quality assurance;
Observers’ conference to gather observation results;
Individual feedback talks with participants;
Summary of results as part of a general certificate.
Role of the moderator
Explain the aim and the sense of the exercise with regard to the points being observed;
Set up work groups, assign the observers, and working space to the groups;
Make sure the observer stays in the background and remains neutral. 25

26. 5. Methods of competence assessment: Observed group exercise „Building a town“ (v)
Evaluation
Self- and peer evaluation as well as feedback of the group on the whole process;
Evaluation using a list of criteria in the observers’ meeting;
Feedback talk with each participant  strength and weaknesses profile
Content of the feedback talk
General satisfaction with the task and perception of the observation situation;
Evaluation of the group work;
Work process: planning, decision making, use of material;
Personal contribution to the overall result;
Discrepancies between self and second-party observation;
Possible significance of the talk for career decision making. 26

27. Instructions for moderators
5. Methods of competence assessment: Test of basic computer and media skills (i)
Content of the toolbox
Overview
Task / work sheet
Instructions for moderators
Evaluation form 27

28. 5. Methods of competence assessment: Test of basic computer and media skills (ii)
Going on holiday? And you have no idea what to do with your cat?
What about:
Sommerfeld Cattery
We’ll make sure your cat gets lots of tender loving care!
Visit us at: Linden Avenue 4
or phone us at:
Contact: (< your name >)
The task:
„Create a leaflet in a Word document. Design and format the text as shown in the picture.“ 28

29. 5. Methods of competence assessment: Test of basic computer and media skills (iii)
Objectives
Assess skills in using word processing software and internet.
Target group
For youths/young adults in preparation for a training programme or employment with basic knowledge in computers and internet.
Process
Aim, process, time frame and assessment criteria are explained;
The test is implemented (45 minutes);
Evaluation by the moderator or other individuals.
Role of the moderator
Explain the sense, process, and assessment of the test;
Make sure participants work individually;
Answer only questions regarding the understanding of the task;
Provide help on technical problems.
Evaluation
Assessment according to set criteria.
Individual talk to review test and assessment. 29

30. 5. Methods of competence assessment: Test of basic computer and media skills (iv)
Test for basic computer and media literacy – Evaluation
Points
Text
- completeness (max. 1 point)
- spelling (max. 1 point) 2
Format
(according to template)
- font size / font (max. 1 point)
- emphasis / highlighting (max. 1 point)
- borders (max. 1 point) 3
Readability
- readability of text (contrast)
Graphics / Image
- right size (max. 1 point)
- correct positioning in the background (max. 1 point)
- attractiveness of graphics / image (max. 1 point)
Maximum total 10
Assessment scale:
9 to 10 – excellent; 7 to 8 – good; 5 to 6 – satisfactory; below 5 points – help needed. 30

31. 5. Methods of competence assessment: Certification and reports (i)
Content of the toolbox
Example 1: Certificate – summary of assessment results
Example 2: Recommendations 31

32. 5. Methods of competence assessment: Certification and reports (ii)
Less standardised in Germany
Results of the assessment process are discussed and determined in a meeting of all involved counsellors or moderators
Certificate includes (example 1):
- Information on basic methodological competences, skills in language and IT as well as social, personal, and other methodological competences  hard and soft skills
Recommendation includes (example 2):
- Information on education and work experience
- Formulated career objective
- Evaluations and recommendations regarding participant’s career objective, employment perspectives, and further development 32