Evaluating Key Competences

7/29/2019 Evaluating Key Competences

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GrundtvigProjectVINTAGE ProjectNumber:527349LLP120121ITGRUNDTVIGGMP

AgreementNumber:20124192/001001

Whatarekeycompetencesforlifelonglearningandhowtheycanbeassessed

The European parliament, the European Commission

and theCouncil of Europeagree on the importance of

eight key competences for Life Long Learning. TheEuropeanFrameworkfor Key Competencesfor Lifelong

Learning identifies and defines eight key competences

necessary for personal fulfillment, active citizenship,

social inclusion and employability in a knowledge

society.

This paper is an introduction to the subject of the

assessment of key competences and provides a

summaryoftheearlyreflectionsgeneratedbythestudy

developed within the Project Vintage, aimed at

developing a tool for selfassessment of key

competencesinadulteducation.

1.Communicationinthemother

tongue

2.Communicationinforeign

languages

3.Mathematicalcompetences

andbasiccompetencesinscience

andtechnology

4.Digitalcompetence

5.Learningtolearn

6.Socialandciviccompetence

7.Senseofinitiativeand

entrepreneurship

8.Culturalawarenessand

expression

JaapvanLakerveld

JoostdeZoete

IngridGussen


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CompetenceRapid societal changes, shiftingpositionsof nations andcontinents in international competition, demographic

changes,technologicalchangesarejustafewofthedevelopmentsthatledtheEuropeanCommissionandother

policymakingbodiestoemphasizethenecessityoflifelonglearningofprofessionalsinawidevarietyoffieldsof

work. The European Framework for Key Competences for Lifelong Learning identifies and defines eight key

competences necessary for personal fulfillment, active citizenship, social inclusion and employability in a

knowledgesociety:

1.Communicationinthemothertongue;

2.Communicationinforeignlanguages;

3.Mathematicalcompetenceandbasiccompetencesinscienceandtechnology;

4.Digitalcompetence;

5.Learningtolearn;

6.Socialandciviccompetences;

7.Senseofinitiativeandentrepreneurship;

8.Culturalawarenessandexpression.

The

components ofcompetence

Theellipseinthemiddleoftheschemeincludestheactualperformancethatshowsthelevelofcontrolover

a particular competence. The components in the left triangle (composing someones potential) allow a

persontoshowtheintendedbehaviourintherighttriangle.Therethepupil/studentdemonstrateshis/her

acquiredcompetence.(Lakerveld,J.Avan,GussenI,2011)

Competences consist of a combination of skills, knowledge, attitudes, and behaviours required for effective

performance of a realworld task or activity. A competence is defined as the holistic synthesis of these

components.Atanotherlevelacompetenceagainmaybedividedinthreecomponentsoraspects.Itistheability

ofapersontoshow:1.aparticularbehaviourin;2.aparticularcontextandwith;3.aparticularquality.

Thisistheformalwayofdescribingcompetences.Inmoredowntoearthlanguagethisimpliesthatwhatmatters

isnotonlywhatweknowaboutthings,butmoreimportantiswhatweareabletodowiththisknowledge,and

whetherweareabletogoondevelopingourabilities.Doeseducationmakelearnersknowledgeable,ordoesit

makethemcompetent,thatisthequestion.


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Views on acquiringcompetences

The first three of the competences are domain

specific, while the other five are referred to astransversal which implies that they pervade the

othercompetenceareas.

Wewill outline some trends in the ways learning

processes have been conceptualised throughout

thelastdecades.Thesettinginwhichpeoplework,

or the setting they perceive as their work

environment, has profoundly changed. These

changeshavetheirimpactondaytodaypracticeof

workers and learners as well as the practices ofeducators.Thetrendsinthewayinwhichlearning

processes were perceived and approached

throughoutthelastdecadesindicatethisevolution.

Manandhissmartestinventions

Throughout time man often has compared himself

with his own smartest inventions (Vroon and

Draaisma,1985),be itasteamengine,a radio,or a

computer.Twentyfiveyearsago,intheirbookabout

metaphors, Vroon and Draaisma indicated that in

recenttimesthehumanmindisoftencomparedwith

computers. However computers show an evolution

and asa consequence so did our perceptionof our

ownmindandmaybesodidourminditself.

Theearlyseventies

Intheearlyseventiesbehaviourismwasbeginningto

loose its position (Lecas, 2006). The time of

mechanical metaphors, simple ideas of mechanical

minds, memory drums, programmed instruction

made place for a much more cognitively oriented

approach. The days of programmed instruction, in

whichlearningwasperceivedassynonymoustobeing

trained, and a matter of conditioning involving

rewardsorreinforcementswereover.Thepersonal

computer was introduced andbecame fashionable

and invaded in all our offices in schools and

universities.

Thelateseventies,earlyeighties

Psychologiststartedtothinkaboutthehumanmind

as a personal computer, as a system that stores

information, processes information, that retrieves

information and that function better when the

informationstorediswellorganisedandstructured.

Thecognitiverevolutiontookplace.Cognitivismof

course existed before, but now this approach

becamethedominantapproach.Nowthatlearningwas assumed to be basically an information

processing process, people began to use

metaphorical concepts such a long term memory,

short term memory. The human being and his

metaphor approached each other. In a way one

couldarguethatapersonisnotonlycomparedto

an information processing system; people actually

are information processing systems (Lindsay and

Norman,1977).


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Thelateeighties

Soonitappearedthatcomputerswerenotjustinformationprocessing

systems; they could also be much more creative than people had

anticipated.Artificial intelligence nolongerwasjust sciencefiction;it

started tobecomemore andmore a reality, sopsychologist realised

that the humanbrain mightbe farmore constructive than theyhad

assumed thus far. The cognitive approach was evolving into

constructivism in those days. In the late eighties the cognitive view

shiftedtowardsamoreconstructivistone(Valcke,2007).Knowledgein

thatapproachisnotjustabsorbedandstored;knowledgeisapersonal

competence that is self constructed. It is an integrated entity of

knowledge, skills andattitudes, that allows the individual to act in a

situation. Constructivism was a theory developed long ago, but the

significantthinghereisthatitsuddenlygainedsupportinthisera.

Theearlynineties

Thecomputers developed rapidly andthe Internetwas introduced in

organisations and homes. Suddenly computers appeared tobemore

than just processors or constructors; they appeared to be social

interactive tools. Researchers, authors, journalists discovered that

email allowed them towork closely togetherwith colleaguesall over

the globe in a constructive way. It proved once more and more

convincingly that leaning was more that individual construction of

knowledge.Knowledgeconstructiontoahighextentappearedtobea

social activity, inwhich individual and collective progress gohand in

hand (Palinscar,1998). That iswhen constructivismturnedintosocial

constructivism. Again,of courseVygotsky haddeveloped these ideas

longago,butnowtheybecamecommonlyaccepted.

Thelatenineties

IntheearlyninetiestheInternetwasstillverymuchlimitedtostoring,

searchinganddownloadinginformation(Google)andtoelectronicmail.

Theattentionofpsychologistswasdrawnintotwodirections.Onewas

inspiredbytheinternalstructuresofcomputersandnetworks.Thatis

what led to theories of connectionism in which the actual brain

structuresofneuralconnectionsbecametheobjectofstudies.

Main EUdocumentes on

Key CompetencesRecommendation2006/962/ECof

theEuropeanParliamentandofthe

Councilof18December2006on

keycompetencesforlifelong

learning[OfficialJournalL394of

30.12.2006]

EuropeanCommission(2007).Key

Competencesforlifelonglearning

EuropeanReferenceFramework.

Luxembourg:OfficeforOfficial

PublicationsoftheEuropeanCommunities

http://ec.europa.eu/dgs/education

_culture/publ/pdf/ll

learning/keycomp_en.pdf

EuropeanCommission(2010).Key

CompetencesforLifeLong

Learning,EuropeanReference

Framework.

http://ec.europa.eu/dgs/education

_culture/publ/pdf/ll

learning/keycomp_en.pdf


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Other psychologists were focusing on the external

linksandconnectionsandturnedtoconnectivismin

which learning was conceptualized as a matter ofconnecting to the right people as sources and

resources of learning. Connectivism emphasizes the

necessityofsharingknowledgeandfindingtheright

sourcesandpersonstoconnectwith(Siemens2005).

Connectionismisverymuchfocusingontheneuronal

functioningofthebrain,whileconnectivismispaying

more attention to communication and information

technologyand thepotentialthesehave forhuman

learning.

Theturnofthemillennium

Bythe timewereachedthe turnof themillennium

paradigms had been changed and challenged so

oftenourthatakindofpostmoderneclecticismset

in. Like the computer, which had turned into a

multitaskingmultimedia tool,thehumanbrainwas

believed to be of a similar multi leveled structure

withmany underlyingmechanisms anda variety of

theoriestoexplainthem.

Theseconddecadeofthemillennium

Today another profound development shows its

impactonthewayweworkwithcomputersandon

how we think about learning. For a long time

computerswereperceivedassourcesofinformation,

or channels throughwhich sources couldbe found.

Increasingly,however, computers todayareusedto

uploadinformation.Wikipediaisagoodexampleof

this trend. A person puts information on the web,otherpersonsaddtheirs,againotherpersonupgrade

theinformationorenrichitwiththeirviewsorinputs

andwhenthefirstpersontypesthesamething into

Google a next time he or she sees clearlythat the

knowledgehasgrownwithouthisorherinvolvement

in the mean time. In a way you might argue that

learningtakesplaceatalevelbeyondtheindividual.

Knowledge was produced, or created. The seat of

that knowledge may not primarily be the human

brain. Learning has turned into knowledgeproductionandcreation.Hasmanbeen taken over

by his smartest invention? For now the balance is

thatweseethatlearningitselfevolvesinsuchaway

thatwithoutbeinginvolved in learning ourselvesall

the timewewill loose touchwith developments in

various fields and with learning itself. As for the

contentofourworkandofourprofessionthatwas

always a well known fact. One had to attend

refresher courses, or read books, but this short

history of learning shows that learning itself is in

such a permanent evolution that it requires a

permanent reorientation. It is our conviction that

teachereducators,whoscorebusinessitistothink

aboutlearning,topromotelearningandtooptimize

learning have a special responsibility in these

matters.

Learning3.0

Thelearningenvironmentasprovidedbycomputers

moreandmoreprovestoberesponsivetothe

personalindividualwebhistoryoftheuserofthe

web.Thisimpliesthatincreasinglytheuserswilleach

beconfrontedwithalearningenvironmentoftheir

ownthatdiffersfromthatofothers.Thisimpliesthat

thecontextualcomponentofcompetencebecomes

moreandmoreimportanttobeconsidered.Society

movesinadirectioninwhichwealloperateinarich

butpersonallyfocusedworklearningenvironment.

Formattersofteachingandlearningthisimpliesthat

learningincreasinglyhastobecomeamutualprocess

ratherthanaoneortwowayprocess.Thisagain

requiresevenmorecomplicated(sub)competences

ineachofthekeycompetenceareasidentified.


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Growingpaceofknowledgeproduction

Knowledge production shows an ever increasing

pace. The number of publications and the

technological progress made show a pace that no

longer allows for the traditional approaches.What

pupils and students learn while at school already

partially is out of date when they complete their

studies. Of course therewill always be a need for

basic knowledge and skills, but the debate aboutwhat that includes will prove to be continuous.

Increasingly therewill bean additionalcompetence

needed in self regulated learning. The European

Unionhasrepeatedlystressedtheroleofeducation

andtrainingforthelongtermcompetitivenessofthe

European Union (European Commission, 2007a).

Each student will have tobe prepared for a life in

whichchangeistheruleand stabilitytheexception.

Teachers will have to facilitate these processes of

learninghowtolearnandhowtoengageinlifelong

learning.

Newtechnologiesandtheriskofcomputerilliteracy

Thedevelopmentsshowtheirowndynamicsinwhich

somepeopletakepartandothersdont.Duringthe

past decade, Information and Communications

Technologies (ICTs) have become available, i.e.

accessible and affordable, for the general public.However, a gap remains between users and non

usersorbetweenhavesandhavenots(Eurostat,

2005).Inthenewcenturythedivisionofknowledge

seemstobecomethecoreissue.Inordertotakepart

inmodernlife peoplewill have tobe competent in

themultiplewaysofcommunicationandinformation

sharingasmadeavailablethroughnewmedia.Those

that loose touch withmodern technology may get

disconnected and at risk of deteriorating into a

marginalized group. The may become the new

disadvantaged.

Mobilityandinternationalization

NewmemberstatesjoinedtheEuropeanUnionand

morearestilltocome.Mobilitycanassistinensuring

that EU citizens work to live and improve their

qualityoflife,aswellasassistinstrengtheningsocial

cohesionwithinEuropeandassuringthesustainable

development of European society in general (Tom

Vandenbrande, 2006). Increased mobility enriches

thecultural scenery ineachof themember states,but it also shows transition problems. New

challenges of getting acquainted with each others

educational systems and levels, new challenges of

divisionofworkandnewchallengesofotherwaysof

crossculturalcommunicationandcooperationarise.

Europe solvedmany of such problems in the past

andprobablywilldoitagain,butittakeseffortsand

time.Teacherswillhavetoplayanimportantrolein

thisprocessofmutualadaptation.

Culturalissues

With theongoingunification of Europe, citizens at

the same time often feel the need to emphasise

their more local or regional identity. The more

centralization, themorethisneedappears to arise.

The position of Europe in the world brings with it

that people fromelsewhere aroundtheglobeseek

their future in Europe. Though policies are not

alwaysverywelcomingstillquiteafewpeopleenter

theunioneachyear.Theywillalsohavetointegrate

orfindtheirplaceintheEuropeansaladbowlasit

is referred to (to distinguish it from the American

meltingpot).Againeducationandteacherswithinit

will play a major part in this process of cultural

integrationandcoexistence.

Why competences


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NewpositionintheglobaleconomyEurope develops amore andmore shared identity.

WiththeintroductionoftheEuroEuropehasgained

a stronger economical position in theworld.Other

economicalnucleibegin todevelop aswell andthe

competition will increase as a consequence. The

EuropeanCommission,asaconsequence, setsasits

target to turn Europe into one of the most

knowledge productive societies. This implies a big

challenge to society in general and education inparticular. Teachers will be vital payers in these

matters.

Healthhazards

The quality of food has risen but the quality of it

consumption has not. Many countries are having

problems related to that. Over consumption, too

muchjunkfoodandtoomanysweetsnottomention

themany beverages cause over weight and related

otherproblems.Theuseofdrugsandalcoholis still

notundercontrol.Somanymeasuresarebeingtaken

toreducethehealthhazardsofmodernlifestyles.As

formanyproblemsagainthepoliticiansoftenturnto

educators.Schoolsandteacherstakearesponsibility

inreducingtheproblems.

Moralissues

The position of churches declined. The traditionalsocialstructureswithinsocietytendtoalter.Aftera

long period of individualization the present

generation shows amore diverse image of what is

consideredmorallyadequate.The roleof familiesin

moral development and education seems to

decrease. Increasingly parents expect schools to

contributetothedevelopmentofvalues,normsand

attitudes. Schools, though often reluctantly, see

themselves forced to do something. Safe schools,

social competenceprojects, increasing cooperation

with youth organizations are only a few of the

examplesthatmightbe giventosupportthistrend.

Again it is teacherswho are expected toplay their

part.

Environmentalissues

Worldwide we see environmental issues: global

warming, pollution, exhaustionofnatural resources

to name a few. Europe has its own challenges in

thesematters.Reductionoftheuseofenergy,clean

energy sources and preservation of our natural

environmentplayamajorpartinthepresentpolitical

and other debates. Schools prepare student for a

future thatwill have tobe sustainable. Societyand

schoolswithinitarefacinghugechallenges.

The issues mentioned require strategies to find

proper answers to guarantee a prosperous, healthy

and peaceful future for Europe. The European

Commission promotes the idea that education,

schools and teachers may play a major part in

meetingthechallenges theworldsetsto Europe,its

member states andmost important, its citizens. So

farwefocusedonthedefinitionofcompetencesand

thebackgroundofcompetenceas such.Wedidnot

focus on the choice of the eight competences

mentionedassuch.


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Thedebate about thechoice of competencesoften

reveals misunderstandings about them. It is

importanthere torealize that thecompetencesare

conceived as competences for lifelong learning. So

for instance if we focus on the KC of

entrepreneurship that does not mean that people

oughttostartfirms,farmsoffactories,no.itimplies

thatpeopleinordertobesuccessfullifelonglearners

neeasenseofinitiativeandentrepreneurship.Soin

assessingthis competence the focuswill havetobe

onentrepreneuriallearning, ratherthan onstarting

enterprises. This applies to all of the distinguished

competences.

Assessingcompetencesisaprocessofidentifyingthe

performanceofapersoninaparticularsituationand

evaluate the quality of the performance. In

traditional educational settings assessment was

assumedtoconsistonlyofidentifyingtheknowledge,

skills and attitudes that were supposed to beincluded in a persons potential. The focus in such

assessment approaches is on a persons potential

rather than one persons actual performance.

Nowadays views on learning with the focus on

knowledge productivity, co creation, social

constructivism,connectivismetc.doassumethatthe

knowledge is not a body of knowledge known to

someexpertpeopleandnowonlytobetransmitted

to others; it rather is based on the idea that in

mutual interaction all learners involved bring

themselves further in their itineraries towards

extended personal competence. Given this shift in

views on competence, and on competence

acquisition the challenge is to assess the actual

behaviour a person demonstrates in a real(istic)

context. Referring tothe double trianglemodel this

meansthattheassessmentneedstobefocusingon

therighttriangleratherthanontheleft.Nonetheless

items may be included referring to the elements

included in the left triangle, since these elements

maybeconsideredavaluabletreasureofknowledge

skillsandattitudesthatmayclarifyorexplainwhya

levelofperformance/competence ispresent, ornot

presentyet.

Dochy2002mentions anumberof conditionsto be

fulfilledinacompetenceorientedassessment::

1. The construction of knowledge is a must, not

reproduction.

2.Thegoaloftheassessmentisbasicknowledgeas

wellasapplyingknowledgeandskills.3. Authentic or lifelike situations should be used,

suchascasesorproblems.

The following characteristics are an ambition in

assessment:

4.studentsshouldbeinvolvedactivelyinthedesign

andperformanceofassessments.

5. The assessments are being integrated in the

learningandinstructionprocess(Dochy2002:35).

Assessmenttypes:Examination, essay, seminar, project, individual,

group, oral presentation, report/review,

practical/field file, it file, field course file, portfolio,

proposal, diary, report (Brown & Knight in Dochy

2009:37). Self assessment, peerassessment, co

assessment, portfolioassessment, overall

assessment, assessment centre, presentation,

memorandum report, performance assessment,

simulation,journalism,reflectivejournal,knowledge

test(Dochy2002:39).

Assessing competence


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Assessmentsmayservevariouspurposes. This does

notimplythateachpurposerequiresadifferenttool;

itdoeshoweverseemtoimplythatasameorsimilar

toolwould needdifferentguidelines/manualswhen

usedfordifferentpurposes.Thishastobetakeninto

account while designing the tool. Now first wewill

clarify the concept of assessment

functions/purposes.

Diagnostic

Anassessmentmaybeusedtohelpapersonacquire

a view on his/ her own abilities at a particular

momentintime.Adiagnosticassessmentismeantto

provide feedback to a question as: What kind of

competenceprofiledoIhave?;whatkindofperson

amI?etc.

Orientation

Anotherkindofassessmentfunctionisfocusingon

providing the person with a clear image ofwhat a

competence includes or involves. By doing an

assessmentthelearnergetsaninsightinthefeature

ofthecompetencesincludedintheassessment.Itis

likedoingthetestinordertoknowwhatthetestis

aboutratherthanforbeingtested.

Formative/learningoriented

Once engaged in a learning process a learner maywish to get feedback onhowmuch progress heor

shemakesandhowthisprogressmaybeoptimized.

The basic need for information is based on the

curiosityonhowwelloneis doing,howfarone has

come and how the learning process may best be

continued.

Collectivelearning

Sofarweconsiderlearningasanindividualprocess

of acquiring competences. In learning situations,

howeverwe oftencome acrosscollectivelearning

situationinwhichtheultimategoalistoraisethelevel of collective performance (examples are

sports, dancing, drama, team work, etc.)

Assessmentsoncompetenceswithsuchacollective

ambition will need to include ways of identifying

thecollectiveperformance.

Summativeassessment

Once a learningprocess is coming toa particular

level considered tobe theend,or the completionoftheprocess,theassessmentneedsfocusonthe

question, did I reach my goals? Do I meet the

standards? In such caseswespeak of summative

assessment focusing on the identification of the

eventuallevelofperformance;thefinaljudgment.

Selectiveassessment

Again an other purpose of assessing competence

may be for purposes of selection. In such

assessmentthebasicchallengeistorankthelevels

of performance to identify who are the best, or

betterthanothers.

Predictiveassessment

Havinggone througha learningprocessitmaybe

interesting to identify the eventual level of

performance; more interesting even may be the

search for indicators of how the learning process

may be continued and where that continuation

may lead to. Formulatedmore simple,thiswould

refertofindingtheanswertoaquestionlike:How

competentmayIbecome?Thevarietyoffunctions

does not necessarily imply that assessment tools

needto vary accordingly; itmay well be thatone

tool suits more, ifnot all purposes,providedit is

presented with an appropriate user guide

explainingtheuser,howthetoolmaybeapplied,

shared,discussed,appliedandinterpreted.

Functions of assessing

competences


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The assessment of competences when focusing on

the actual performance or reconstruction of

performances, is facing thechallengeof findingthe

rightdimensionsandcriteriaforassessment.

Stated in another way this implies that we are

searching for a kind of taxonomies for theelement

include in the right triangle of the competence

model.Thesedimensionswillrefertothelevelofa

personsperformance;thecomplexityofthecontext

inwhich this performance is demonstrated andthe

levelofqualityoftheperformance.

Actionlevels

As for the actions we have created the following

provisionalscale(leveloneisthistableisthelowest

level.Contrary to the original document from June 2013

wenodecidenolongertodistinguishbetweenlevels

ofaction.Wehavechosentoreducethecomplexity

of the model by assuming that there is just the

action,thelevelofwhichisdeterminedbythequality

ofitandthecomplexityofthesituationinwhichitis

applied.Furthermorewehavechosentoreducethe

numberoflevelstofivedistinctlevels.

Levelsofcontextualcomplexity

As for the level of complexityof contexts we have

identified variables that may affect the level of

complexity, however, they show no ranking nor

sequence:

Number of people involved (one to one)/

group/organization/community;

Heterogeneity(multipleperspectives);

Complexityoftools/infrastructure/logistics

involved;

Timeconstraints;

Responsibility/accountability;

Socialandorganizationalcomplexity.

So we have searched for another way to indicate

complexity and came to the following provisional

level indications. Again we start with the lowest

level of complexity level 1and thenmake it more

complextowardslevel8.

LevelsofQuality

Forthelevelofqualitywedidthesamething;first

of all we summed up the elements thatmightbe

consideredwhendecidinguponthelevelofquality

of a personsactions/performance. Included in any

competence will be qualities in the following

domains(EUreferenceframework,2007)

1.Criticalthinking(reflectsuponyouractionsDoes

consider alternatives, turns to

theory/experience/evidence)

2. Creativity (Comes up with new suggestions,

inventsnewactionsorthings)

3. Initiative (Sees opportunities, makes the first

move,comesupwithideas,takesupnewtasks)

4. Problem solving (is involved in solving the

problems, overcomes the obstacles. acts

strategically.Findsnewsolutions)

5.Riskassessment(Isawareofrisksinvolved,takes

Competence

levels/levels ofmastery


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Back to key competences

risks, is estimating the risk before taking

actions)

6.Decisionmaking(Takesdecisions,identifies

whatdecisionsshouldbemade)

7. Constructive management of feelings

(Keeps up the good spirit, overcomes

frustration easily,maintains a good level of

energyandmotivation)

8. Adequate use of resources (Has enough

background and expertise to deal with the

situation, knows when to make use of this

expertise)

9.Effectiveness(Accomplisheswhatneedsto

bedoneCandowhatthesituationrequires)

10. Impact (Makes things happen, turns

activityintoasuccess,makesthingswork)Again,howeverthereisnosenseofdirection

orrankinginthislist.Thatiswhywetriedto

Vivamus id nisi vel purus gravida bibendum.

Duis nec neque. In sem diam, convalliseleifend, rutrum id, rutrum et, justo. Cum

sociis natoque penatibus et magnis disparturient montes, nascetur ridiculus mus.

Etiam malesuada eros at mi.

develop.

Neverthelessitmustbepossibletorateanactivity

oneachoftheidentifiedvariablesonascalefrom

15 and then identify the overall quality levelkeeping the three criteria of autonomy,

effectivenessandimpactinmind.

Todescribethecompetencesweelaboratedeachofthecornersof

the trianglesmodelforeachofthekeycompetences.Afterhaving

donethattheperformancetriangleshavebeensummarizedinshort

lists of competence domains (for the three domain specific

competences)andinkeyqualities ina briefin sumlistforeachof

thecompetences.

Sotocreatetheassessmentthenextstepwastouseeachofthese

shortlisted domains/key qualities, then to position them in a

particular setting/context. Inthe list examplesofsuch settingsare

included. And then to relate them to the levels of complexity of

contextsandthelevelsofquality,asoperationalizedabove.

ForeachoftheKeycompetenceswenowhaveelaboratedoneset

offivesituationsofincreasingcomplexity.

TheGrundtvigProjectVintage

Vintage is a European project funded

through the Grundtvig action of the

Lifelong Learning Programme. The

acronym means online tool for self

eValuatIoN of key competences in

adulTAGE:infact,theprojectaimsto

developandtestanonlinetoolforthe

selfevaluationofkeycompetences,to

beusedby adultlearners involved in

non vocational adult education

learningpathways.

The project has started in January

2013andwilllasttwoyears.Itbrings

together partners from 6 European

countries: Italy, Austria, Germany,

Ireland,SwedenandTheNetherlands.

Projectwebsite:

http://vintage.euproject.org/

Info:[email protected]

September,2013

JaapvanLakerveld,JoostdeZoeteandIngridGussen

GrundtvigProjectVINTAGE

This project has been funded with support from the European Commission. This publication reflects the views only of the

author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.


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Vivamus id nisi vel purus gravida bibendum.

Duis nec neque. In sem diam, convalliseleifend, rutrum id, rutrum et, justo. Cum

sociis natoque penatibus et magnis disparturient montes, nascetur ridiculus mus.

Etiam malesuada eros at mi.

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http://ec.europa.eu/dgs/education_culture/publ/pdf/lllearning/keycomp_en.pdf

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WiththesupportoftheLifelongLearningProgrammeoftheEuropeanUnion

GrundtvigProjectVINTAGEonlinetoolforselfeValuatIoNofkeycompetencesinadulTAGE

Reference:527349LLP120121ITGRUNDTVIGGMP

GrantAgreementn.n.20124192/001001

Evaluating Key Competences

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