Relevant bibliographies by topics / Competency-based assessment

Academic literature on the topic 'Competency-based assessment'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Competency-based assessment"

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Harhai, Marilyn, and Janice Krueger. "Developing Competency-Based Assessment for Library Professionals." Pennsylvania Libraries: Research & Practice 3, no. 1 (April 30, 2015): 14–28. http://dx.doi.org/10.5195/palrap.2015.81.

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The assessment process for student learning is often influenced and guided by well-defined standards and competencies dictated by various accrediting bodies that oversee graduate professional programs culminating in the master’s degree. When applied in an accredited library and information science (LIS) program, traditional assessment techniques, such as portfolios, grades, and authentic assessments consistently affirmed student high performance, leaving little room to demonstrate student learning and program improvement. Consequently, the program redefined its assessment plan through the development of a pre-/post-test survey instrument that aligned with learning outcomes, the curriculum, and professional competencies. Pre-test responses were analyzed through SPSS to ascertain initial findings and effectiveness of the instrument to gauge student learning and workplace performance. Implications for student advisement, curriculum adjustments, program improvement, and strengthening the assessment plan for accreditation emerged. Areas for further development, particularly in the work environment, and research were also identified.
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Young, John Q., Eric S. Holmboe, and Jason R. Frank. "Competency-Based Assessment in Psychiatric Education." Psychiatric Clinics of North America 44, no. 2 (June 2021): 217–35. http://dx.doi.org/10.1016/j.psc.2020.12.005.

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Farris, Karen B., Ada Demb, Kristin Kari Janke, Katherine Kelley, and Steven A. Scott. "Assessment to Transform Competency-based Curricula." American Journal of Pharmaceutical Education 73, no. 8 (September 2009): 158. http://dx.doi.org/10.5688/aj7308158.

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Russanti, Irma, Lutfiyah Nurlaela, Ismet Basuki, and Munoto. "Competency Based Assessment in Fashion Design." IOP Conference Series: Materials Science and Engineering 336 (April 2018): 012044. http://dx.doi.org/10.1088/1757-899x/336/1/012044.

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Priyadarshini, R. Rani Geetha, and Deepa Dave. "Competency-based Training Needs Assessment Model." Management and Labour Studies 37, no. 3 (August 2012): 195–207. http://dx.doi.org/10.1177/0258042x13484834.

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D. Quesea, Marietoni, and Elisa N. Chua. "Competency – Based Learning Assesment and Learners’ Scientific Literacy." International Multidisciplinary Research Journal 2, no. 3 (September 16, 2020): 209–18. http://dx.doi.org/10.54476/iimrj352.

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The study focused to determine the competency-based learning assessment and the scientific literacy knowledge skills of the Grade 9 students of Silangang Malicboy National High School. There were 187 Grade 9 students in the said school. Three sections out of five sections of Grade 9 were tapped as respondents of the study. Each group consisted of 40 students. The first group was exposed to the proficiency-based while the second group used mastery-based and the third group the outcome-based. The researcher made lesson plan wherein the different competencybased learning assessments were attached. This assessment tool was used by the different groups to develop and enhance their scientific literacy knowledge skills. The lesson plan with 40 items pre and post assessments and the checklist questionnaires were validated by the master teachers, research adviser and panelists. The study employed the experimental design using the pretest – posttest. The performance of Grade 9 students in the pre-assessment as to their scientific literacy knowledge skills such as critical thinking and decision-making fell under “Approaching Proficiency” level while in the investigative skills and problem solving, most students were under the “Beginning” level. On the other hand, when the students used the competencybased learning assessment, their performance improved and developed which was supported by the result of their post assessment under the “Advanced” level. Result also indicates that there was a significant difference in the performance of the students in pre and post assessments when they were exposed to the competency-based learning assessment as to critical thinking, investigative skills, problem solving and decision-making. This reveals that using the said assessment tool, it can enhance the scientific literacy knowledge skills of the students.
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Sidhu, Gaganpreet, Seshasai Srinivasan, and Nasim Muhammad. "Challenge-based and Competency-based Assessments in an Undergraduate Programming Course." International Journal of Emerging Technologies in Learning (iJET) 16, no. 13 (July 13, 2021): 17. http://dx.doi.org/10.3991/ijet.v16i13.23147.

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In this work, we investigate an optimal assessment strategy to measure student learning in the first-year undergraduate engineering course at X-Department at X University. Specifically, we evaluate and compare challenge-based and competency-based assessment strategies. In the challenge-based approach, the students are required to design a C++-based application that meet the required design objectives. The competency-based assessment involves assessing learning by asking a variety of pointed questions pertaining to a single or a small group of concepts. After studying the performance of 207 students, we found that in the challenge-based assessment, due to the complex nature of the questions that assess numerous concepts simultaneously, students who are not very thorough with even one or two concepts fared very poorly since they were unable to finish the challenge and present a functional prototype of the program. On the other hand, the competency-based assessment allowed for a more balanced approach in which the students’ learning was reflected more accurately by their performance in the various assessments.
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Lai, Rina P. Y. "Beyond Programming: A Computer-Based Assessment of Computational Thinking Competency." ACM Transactions on Computing Education 22, no. 2 (June 30, 2022): 1–27. http://dx.doi.org/10.1145/3486598.

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Computational Thinking (CT ), entailing both domain-general and domain-specific skills, is a competency fundamental to computing education and beyond. However, as a cross-domain competency, appropriate assessment design and method remain equivocal. Indeed, the majority of the existing assessments have a predominant focus on measuring programming proficiency and neglecting other contexts in which CT can also be manifested. To broaden the promotion and practice of CT, it is necessary to integrate diverse problem types and item formats using a competency-based assessment method to measure CT. Taking a psychometric approach, this article evaluates a novel computer-based assessment of CT competency, Computational Thinking Challenge. The assessment was administered to 119 British upper secondary school students ( M = 16.11; SD = 1.19) with a range of prior programming experiences. Results from several reliability analyses, a convergent validity analysis, and a Rasch analysis, provided evidence to support the quality of the assessment. Taken together, the study demonstrated the feasibility to expand from traditional assessment methods to integrating multiple contexts, problem types, and item formats in measuring CT competency in a comprehensive manner.
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Singh, T., R. Mahajan, S. Saiyad, A. Virk, and A. Joshi. "Blended programmatic assessment for competency based curricula." Journal of Postgraduate Medicine 67, no. 1 (2021): 18. http://dx.doi.org/10.4103/jpgm.jpgm_1061_20.

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Berg, Katherine, Anita Wilson, Kathleen Day, David Abraham, and Steven Herrine. "Progression Toward a Competency-Based Assessment Paradigm." Academic Medicine 96, no. 11S (October 27, 2021): S176—S177. http://dx.doi.org/10.1097/acm.0000000000004295.

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Dissertations / Theses on the topic "Competency-based assessment"

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Mhlongo, Nanikie Charity, and n/a. "Competency-Based assessment in Australia - does it work?" University of Canberra. Education and Community Studies, 2002. http://erl.canberra.edu.au./public/adt-AUC20050530.094237.

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South Africa since the liberation in 1994 has faced a lot of changes. The changes include being a member of the international community. As part of the international community, South Africa is finding itself largely faced by the challenges associated with this position. Looking at other countries South Africa is realizing that the world is looking at better ways of educating their people and organizing their education and training systems so that they might gain the edge in an increasingly competitive economic global environment. Success and survival in such a world demands that South Africa has a national education and training system that provides quality learning and promotes the development of a nation that is committed to life-long learning. Institutions of higher education in South Africa are currently changing their present education system to conform to a Competency-Based Training (CBT) system. This system has only been planned but not implemented yet and it is not clear how CBT will be implemented, especially how the learners are going to be assessed. Competency-Based Assessment (CBA) is an integral part of CBT that needs particular attention if the new system is to succeed. The key aims of this thesis are to investigate the current assessment policy and practice at the Canberra Institute of Technology (CIT) underpinned by Competency- Based Training system. The project will describe and analyze the Competency-Based Assessment system used within CIT's CBT system. The project will focus on: Observing classroom practice of CBA, analyzing students' and teachers' perceptions of their involvement with CBA, and analyzing employers' perceptions of the effectiveness of CBA. The main aim of this thesis is to suggest recommendations for an assessment model that will be suitable to implement within hospitality training institutions in South Africa.
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Curwood, Maurice Robert. "Competency-based training and assessment in the workplace /." Connect to thesis, 2004. http://eprints.unimelb.edu.au/archive/00001072.

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Brooks, Billy, Brian Martin, Paula Masters, and Robert Pack. "Tennessee Public Health Workforce Needs Assessment: A Competency-Based Approach." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/3188.

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Maintaining the health of Tennesseans depends heavily on a well-trained, efficient public health workforce that can work effectively in a complex environment. In order to assess the training needs of this group, the Tennessee Public Health Training Center-LIFEPATH administered a survey to all governmental public health employees in Tennessee during the summer of 2012. This instrument was modeled after previous assessments conducted by health agencies outside of Tennessee which utilized as their rubric the Core Competencies for Public Health Professionals developed by the Council on Linkages between Academia and Public Health Practice. The goal of this research was to inform and streamline educational efforts of the Tennessee Department of Health (TDOH), LIFEPATH and their partners across the state by identifying specific competency driven training opportunities within the workforce. Participants were recruited via email and directed to SurveyMonkey, an online survey toolkit, where they could complete the questionnaire. Of the 5178 TDOH employees who received the recruitment email, 3086 individuals completed at least one of the competency questions for a response rate of 59.6%. The survey assigned questions pertinent to the eight core competency areas to respondents based on one of three Tiers – Tier 1: Entry Level, Tier 2: Management Level, Tier 3: Leadership Level. Once the data were collected, responses from all three tiers were dichotomized to generate a “Needs Score” which when summarized represented the percentage of responses indicating a lack of knowledge or proficiency in a competency area. Tier 1 respondents had an average needs score of 60.46% in each of the eight core competency areas. Tier 2 had an average needs score of 49.50%, and Tier 3 respondents had an average needs score of 28.91%. This trend shows that individuals in leadership positions within TDOH were more likely to be knowledgeable or proficient in the eight core competency areas. Prior to administering the survey, TDOH job classifications were submitted to an expert panel within the health department. This body was tasked with assigning tiers to specific job classifications. Previous needs assessments that used the eight core competencies had respondents self-select their tier. As a test of validity the LIFEPATH survey asked TDOH employees to select their job classification in addition to tier. A Kappa test of agreement between self-selection of tier and their actual tier determined by TDOH leadership showed moderate agreement (Kappa=0.5089), suggesting that while most respondents selected the correct tier; there remained some confusion regarding tier definitions. This must be considered when evaluating the results of previous studies that utilize only the self-selected tiers to drive their survey. This data has already begun to direct training goals at the state, regional and local levels across Tennessee and will serve as a baseline measure for future evaluations of educational programing’s impact on workforce competency.
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McAllister, Sue Margery. "Competency based assessment of speech pathology students' performance in the workplace." University of Sydney, 2005. http://hdl.handle.net/2123/1130.

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Doctor of Philosophy (PhD)
Ensuring that speech pathology students are sufficiently competent to practise their profession is of critical importance to the speech pathology profession, students, their future employers, and clients/patients. This thesis describes the development and validation of a competency based assessment of speech pathology students’ performance in the workplace and their readiness to enter the profession. Development involved an extensive literature review regarding the nature of competency and its relationship to professional practice, the purpose and nature of assessment, and the validation of performance assessments. An online and hard copy assessment tool (paper) was designed through integrating multiple sources of information regarding speech pathology and assessment of workplace performance. Sources included research, theory, expert opinion, current practice, and focus group consultations with clinical educators and speech pathology students. The resulting assessment tool and resource material included four generic components of competency (clinical reasoning, professional communication, lifelong learning, and professional role) and seven occupational competencies previously developed by the speech pathology profession. The tool comprised an assessment format, either in a booklet or online, for clinical educators to rate students’ performances on the competencies at mid and end placement using a visual analogue scale. Behavioural descriptors and an assessment resource booklet informed and supported clinical educators’ judgement. The validity of the assessment tool was evaluated through a national field trial and using Messick’s six interrelated validity criteria which address content, substantive, structural, generalisability, external, and consequential aspects of validity (Messick, 1996). The validity of the assessment tool and its use with speech pathology students was evaluated through Rasch analysis, parametric statistical evaluation of relationships existing between information yielded by the Rasch analysis and other factors, and student and clinical educator feedback. The assessment tool was found to have strong validity characteristics across all validity components. Item Fit statistics generated through Rasch analysis ranged from .81 to 1.17 strongly upholding that the assessment items sampled a unidimensional construct of workplace competency for speech pathology students and confirming that generic and occupational competencies are both necessary for competent practice of speech pathology. High Item and Person Reliabilities (analogous to Cronbach’s alpha) were found (.98 and .97 respectively) and a wide range of person measures (-14.2 to 13.1) were generated. This indicated that a large spread of ability and a clear hierarchy of development on the construct was identified and that the assessment tool was highly reliable. This was further confirmed by high Intra Class Correlation coefficients for a small group of paired clinical educators rating the same student in the same workplace (.87) or in different workplaces concurrently (.82). Rasch analysis of the visual analogue scale used to rate student performance on 11 items of competence identified that clinical educators were able to reliably discriminate 7 categories or levels of student performance. This, in combination with careful calibration procedures, has resulted in an assessment tool that Australian Speech Pathology pre-professional preparation programs can use with confidence to place their students’ level of workplace competence into 7 zones of competency, with the seventh representing sufficient competence to enter the profession. The assessment tool also showed strong potential for identifying marginal students and for future use in promoting quality teaching and learning of professional competence. Limitations to the research and the tool validity were discussed, and recommendations made regarding future research. First, the clinical educator, who has dual and possibly conflicting roles as facilitator and assessor of student learning, made the assessment. Second, situating the assessment in the real workplace limits the students’ opportunities to demonstrate competence to those that naturally arise in the workplace. Paradoxically, both these factors also contributed to the validity of the assessment tool. It was recommended that the assessment tool be revised on the basis of the information gathered from the field trial, that further data be collected to ensure a broader proportional representation of speech pathology programs, to investigate possible threats to validity as well as those areas for which the tool showed promise. This research developed the first prototype of a validated assessment of entry level speech pathology competence that is grounded in a unified theoretical conception of entry level competence to the profession of speech pathology and the developmental progression required to reach this competence. This research will assist the profession of speech pathology by ensuring that speech pathologists enter the workplace well equipped to provide quality care to their future clients, the ultimate goal of any professional preparation program. Messick, S. (1996). Validity of performance assessments. In G. W. Phillips (Ed.), Technical Issues in Large-Scale Performance Assessment (pp. 1-18). Washington: National Centre for Education Statistics.
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Dursun, Michelle J. "A Study of Photography Students' Assessment Experiences in a Final VET Capstone Unit." Thesis, Griffith University, 2022. http://hdl.handle.net/10072/417689.

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Assessment in Vocational Education and Training (VET) is complex and contentious. Assessment policies and practices in VET have been the subject of much debate over the last twenty years. A number of registered training organisations supplemented the traditional competency-based assessment model with graded assessment in the early 2000s, only to reverse their assessment policy in recent years. Debate about assessment practices within VET is often focussed on the technical or policy implications, rather than the lived experiences of students. Research about assessment in Arts courses within the VET sector offers a sound focal point for investigation. The focus of the research reported here is a VET creative arts capstone unit of work, where students were asked to produce assessment submissions that evidence the full extent of their skills and knowledge acquired throughout the course. This research examines how two different assessment models – competency-based assessment and graded assessment – are experienced by a specific cohort of students undertaking a final capstone unit in an Advanced Diploma of Visual Arts (Focus on Photography) course offered at a TAFE Institute in Queensland. Using a phenomenological lens this research explores the lived experiences of six students whose photographic work was evaluated through both assessment processes. The findings show each student’s assessment experience to be different, though all research participants found graded assessment to be a more worthwhile experience. The graded assessment approach also had a positive impact on participants’ confidence and identity as emerging professional photographers. The findings of this research could be used to inform VET educators how they might approach assessment to create a better overall experience for students, and add to evidence on the student experience of different assessment models, which could be considered for assessment policy review.
Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
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McAllister, Sue. "Competency based assessment of speech pathology students' performance in the workplace." Connect to full text, 2005. http://hdl.handle.net/2123/1130.

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Thesis (Ph. D.)--University of Sydney, 2006.
Title from title screen (viewed May 1, 2007). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Communication Sciences and Disorders. Includes bibliographical references. Also issued in print.
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Mahoney, Glenna. "Competency Assessment in Sexual Assault Nursing Practice| An Evidence-Based Approach." Thesis, Carlow University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3595809.

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The purpose of this project was to develop and test a pilot competency assessment tool for sexual assault nurses. The content for the competency assessment was based on available evidence, primarily targeting current standards of sexual assault nurse examiner (SANE) practice. Descriptive statistics from a regional crime lab allowed the researcher to identify areas for improvement in the evidence-collection technique. This information was then used to develop the content of the competency assessment. A team of experts helped inform the development of an online competency assessment using a web-based platform. The competency assessment was tested on a small sample of sexual-assault nurse examiners. The instrument demonstrated a reasonable level of consistency and reliability (KR20 was 0.66) for an initial assessment. The aim of developing and testing an online instrument to serve as a baseline for establishing a valid and reliable competency assessment for sexual assault nurse examiners was achieved.

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Mothapo, Mocheko Edward. "Factors contributing to the implementation of Outcomes Based Assessment in Mankweng Circuit Primary Schools, Limpopo Province." Thesis, University of Limpopo (Turfloop Campus), 2011. http://hdl.handle.net/10386/536.

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Ng, Wai-yan Vivian. "Impact of competency based assessment on teaching and learning of business subjects." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B36255853.

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Ng, Wai-yan Vivian, and 吳維欣. "Impact of competency based assessment on teaching and learning of business subjects." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B36255853.

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Books on the topic "Competency-based assessment"

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Berman, Sally. Performance-based learning: Aligning experiential tasks and assessment to increase learning. 2nd ed. Thousand Oaks, Calif: Corwin Press, 2008.

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The assessment of performance and competence. Cheltenham: Stanley Thornes, 1991.

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1943-, Ancess Jacqueline, Falk Beverly, and Columbia University. Teachers College. National Center for Restructuring Education, Schools, and Teaching., eds. Authentic assessment in action: Studies of schools and students at work. New York: Teachers College Press, 1995.

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MAP format assessment: Unit ; benchmark. New York, N.Y.]: Macmillan/McGraw-Hill, 2007.

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M, Jones Jeffrey. The outcome-based education movement: American educators' culture of assessment innovation. Madison, Wis: J.M. Jones, 1995.

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1913-, Gray Susan Walton, ed. Psychopathology: A competency-based assessment model for social workers. Belmont, CA: Brooks/Cole, 2001.

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R, Zide Marilyn, ed. Psychopathology: A competency-based assessment model for social workers. 3rd ed. Belmont, CA: Brooks/Cole, Cengage Learning, 2013.

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R, Zide Marilyn, ed. Psychopathology: A competency-based assessment model for social workers. 2nd ed. Australia: Thomson/Brooks/Cole, 2008.

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Competence-based assessment. Buckingham [England]: Open University Press, 1995.

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Ryan, Concetta Doti. Authentic assessment. Westminster, CA: Teacher Created Materials, 1994.

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Book chapters on the topic "Competency-based assessment"

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Arkanath, Mohan. "Assessment of Renal Function." In Competency-Based Critical Care, 1–6. London: Springer London, 2008. http://dx.doi.org/10.1007/978-1-84628-937-8_1.

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Krishnamurthy, Radhika, and Jed A. Yalof. "The assessment competency." In Competency-based education for professional psychology., 87–104. Washington: American Psychological Association, 2010. http://dx.doi.org/10.1037/12068-005.

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González-Lloret, Marta. "Technologies for Performance-Based Assessment." In Competency-based Language Teaching in Higher Education, 169–83. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5386-0_11.

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Young, John Q. "Building a System of Competency-Based Assessment." In Graduate Medical Education in Psychiatry, 267–90. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-00836-8_17.

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Borden, Kathi A., and E. John McIlvried. "Applying the competency model to professional psychology education, training, and assessment: Mission bay and beyond." In Competency-based education for professional psychology., 43–53. Washington: American Psychological Association, 2010. http://dx.doi.org/10.1037/12068-002.

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Ishii, Terumasa. "Theories based on models of academic achievement and competency." In Curriculum, Instruction and Assessment in Japan, 36–54. New York, NY : Routledge, 2016. | Series: Routledge series on schools and schooling in Asia: Routledge, 2016. http://dx.doi.org/10.4324/9781315709116-5.

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Duliba, Katherine, and Wilson N. Felder. "Strengthening Systems Engineering Leadership Curricula Using Competency-Based Assessment." In Disciplinary Convergence in Systems Engineering Research, 1121–33. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62217-0_78.

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Chen, Ya-Chun, Zuway-R. Hong, and Huann-shyang Lin. "Exploring Students’ Scientific Competency Performance on PISA Paper-Based Assessment and Computer-Based Assessment." In Learning from Animations in Science Education, 279–300. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56047-8_12.

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Goldhammer, Frank, Johannes Naumann, Heiko Rölke, Annette Stelter, and Krisztina Tóth. "Relating Product Data to Process Data from Computer-Based Competency Assessment." In Methodology of Educational Measurement and Assessment, 407–25. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50030-0_24.

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Halimi, Khaled, and Hassina Seridi-Bouchelaghem. "Where the Competency-Based Assessment Meets the Semantic Learning Analytics." In Intelligent Tutoring Systems, 295–305. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49663-0_35.

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Conference papers on the topic "Competency-based assessment"

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Idrizi, Ermira, Andrea Kulakov, Sonja Filiposka, and Vladimir Trajkovik. "Web-based assessment tool for Teachers Digital Competency." In International conference on Applied Internet and Information Technologies. Prof. Sasho Korunovski, PhD, Rector “St Kliment Ohridski” University - Bitola Republic of Macedonia, 2018. http://dx.doi.org/10.20544/aiit2018.p07.

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Zhang, Zhaojun, Xiao Qin, and Xiaoqing Li. "Competency Assessment Study Based on IPCA-Fuzzy Comprehensive Evaluation." In 2010 International Conference on Management and Service Science (MASS 2010). IEEE, 2010. http://dx.doi.org/10.1109/icmss.2010.5578053.

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Lajis, Adidah, Haidawati Md Nasir, and Normaziah A. Aziz. "Proposed Assessment Framework Based on Bloom Taxonomy Cognitive Competency." In ICSCA 2018: 2018 7th International Conference on Software and Computer Applications. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3185089.3185149.

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Evans, Jeffrey J., Esteban Garcia, Michael Smith, Amy Van Epps, Michael Fosmire, and Sorin Matei. "An assessment architecture for competency-based learning: Version 1.0." In 2015 IEEE Frontiers in Education Conference (FIE). IEEE, 2015. http://dx.doi.org/10.1109/fie.2015.7344340.

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Rahayu, Puji, Adila Alfa Krisnadhi, Ika Arthalia Wulandari, and Dana Indra Sensuse. "Developing Competence based Assessment Ontology Model for Indonesian Certification Competency." In 2018 Electrical Power, Electronics, Communications, Controls and Informatics Seminar (EECCIS). IEEE, 2018. http://dx.doi.org/10.1109/eeccis.2018.8692915.

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Lili, Liu, Virdi Satinder Singh, Samuel Hon, Diem Le, Kelvin Tan, Daniel Zhang, and David Chai. "AI-Based Behavioral Competency Assessment Tool to Enhance Navigational Safety." In 2021 International Conference on Electrical, Computer, Communications and Mechatronics Engineering (ICECCME). IEEE, 2021. http://dx.doi.org/10.1109/iceccme52200.2021.9590891.

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Parras, Luis, Juan José Serrano-Aguilera, Paloma Guitérrez-Castillo, Antonio J. Hijano-Reyes, Maria Isabel Olmo-Sanchez, Jorge Aguilar-Cabello, Francisco José Blanco-Rodriguez, and Carlos del Pino. "COMPETENCY-BASED ASSESSMENT IN A BASIC COURSE OF FLUID MECHANICS." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0309.

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Mammi, Hazinah K., and Norafida Ithnin. "Competency-based education (CBE) for IT security: towards bridging the gap." In 2012 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2012. http://dx.doi.org/10.1109/tale.2012.6360293.

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Sousa Santos, Susana, María Francisca Casado Claro, and Sila Marcos Alsina. "THE ASSESSMENT OF CHALLENGE-BASED LEARNING (CBL) ACTIVITIES USING COMPETENCY-BASED RUBRICS." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1592.

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Singh Virdi, Satinder, Yisi Liu, and Daniel Zhang. "EEG-based stress recognition in competency assessment using maritime navigation simulator." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002504.

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Abstract:
Human factors receive increasing attention in maritime operations as it is found that human errors cause up to 90% of maritime incidents. One of the solutions to enhance safety in maritime navigation is to consider both technical and non-technical skills during training and assessment. Technical skills are always the first and foremost step in training or assessment. However, it may not be enough to solely conduct the navigation safely and efficiently by technical skills. Non-technical skills such as situational awareness, workload and stress management, and decision making also play a critical role in safe navigation and should not be overlooked. In addition, the seafarers spend a long time on board as part of their typical work pattern, and due to the current pandemic, they might be stranded at sea for even longer. It has been urged that ship owners and managers take the right actions to care for seafarers' mental well-being, such as stress and fatigue. To fulfil the needs of non-technical skill assessment and monitoring of mental well-being, electroencephalogram (EEG) is utilized to recognize the seafarers' mental stress when performing specific tasks in a full-mission Advanced Navigation Research Simulator (ANRS). The EEG-based recognition has unique advantages over the other biosensors. For example, it has high temporal resolution and reflects the mental states that are not identifiable from facial expressions with acceptable accuracy. A simulator allows the researchers to design and implement navigation scenarios with different weather conditions, traffic density, vessel types, emergency alarms, etc. This is ideal for conducting experiments for human factors study. An experiment has been designed and conducted in ANRS to validate the use of EEG for maritime navigational competency assessment. Participants with varied maritime backgrounds and roles were invited for data collection, e.g., navigating officers and experienced marine Pilots. Demanding events such as engine failure, close quarter situation, and other bridge equipment failure were marked during the EEG data recording. The results show that the EEG based stress recognition correlates with the demanding events in the experiment and can reflect the difficulty level of the challenging circumstances. The proposed EEG-based recognition can be used to study the human element in competency assessment using a maritime navigation simulator to ensure objective competency assessment.
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Reports on the topic "Competency-based assessment"

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Goncharenko, Tatiana, Nataliia Yermakova-Cherchenko, and Yelyzaveta Anedchenko. Experience in the Use of Mobile Technologies as a Physics Learning Method. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4468.

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Swift changes in society, related to sciences technicians’ development, technologies, by the increase of general volume of information, pull out new requirements for maintenance, structure, and quality of education. It requires teachers to diversify a tool in the direction of the increase in possibilities of the use of mobile technologies and computer systems. Lately in the world, more attention spared to the use of mobile learning, which in obedience to «Recommendations of UNESCO on the questions of a policy in the area of mobile learning» foresees the use of mobile technology, both separate and together with other by informational computer technologies. [1]. Mobile learning allows using the open informational systems, global educational networks, unique digital resources which belong to different educational establishments and co-operate with each other. The use of existent educational resources and creation of own, based on the academic resources from informative space, allows to promote the interest of students to the study of physics, to take into account the individual features, and also features of region and framework of society of the country. During the last years in Ukraine competency-based approach to the organization of studies certainly one of basic. The new Education Act addresses the key competencies that every modern person needs for a successful life, including mathematical competence; competence in natural sciences, engineering, and technology; innovation; information and communication competence [2]. This further emphasizes the importance of providing students with quality physical education and the problems associated with it. Using mobile technology in professional teaching work, the teacher has the opportunity to implement the basic principles of the competence approach in teaching physics. An analysis of the data provided in the official reports of the Ukrainian Center for Educational Quality Assessment showed that the number of students making an external independent assessment in physics and choosing a future profession related to physics has decreased significantly. This is due to the loss of students' interest in physics and the complexity of the content of the subject, as well as the increase in the amount of information that students need to absorb. In this article, we explore the possibilities of mobile technology as a means of teaching physics students and give our own experience of using mobile technology in the process of teaching physics (for example, the optics section in primary school).
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