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Artykuły w czasopismach na temat "Competency-based assessment"
Harhai, Marilyn, i Janice Krueger. "Developing Competency-Based Assessment for Library Professionals". Pennsylvania Libraries: Research & Practice 3, nr 1 (30.04.2015): 14–28. http://dx.doi.org/10.5195/palrap.2015.81.
Pełny tekst źródłaYoung, John Q., Eric S. Holmboe i Jason R. Frank. "Competency-Based Assessment in Psychiatric Education". Psychiatric Clinics of North America 44, nr 2 (czerwiec 2021): 217–35. http://dx.doi.org/10.1016/j.psc.2020.12.005.
Pełny tekst źródłaFarris, Karen B., Ada Demb, Kristin Kari Janke, Katherine Kelley i Steven A. Scott. "Assessment to Transform Competency-based Curricula". American Journal of Pharmaceutical Education 73, nr 8 (wrzesień 2009): 158. http://dx.doi.org/10.5688/aj7308158.
Pełny tekst źródłaRussanti, Irma, Lutfiyah Nurlaela, Ismet Basuki i Munoto. "Competency Based Assessment in Fashion Design". IOP Conference Series: Materials Science and Engineering 336 (kwiecień 2018): 012044. http://dx.doi.org/10.1088/1757-899x/336/1/012044.
Pełny tekst źródłaPriyadarshini, R. Rani Geetha, i Deepa Dave. "Competency-based Training Needs Assessment Model". Management and Labour Studies 37, nr 3 (sierpień 2012): 195–207. http://dx.doi.org/10.1177/0258042x13484834.
Pełny tekst źródłaD. Quesea, Marietoni, i Elisa N. Chua. "Competency – Based Learning Assesment and Learners’ Scientific Literacy". International Multidisciplinary Research Journal 2, nr 3 (16.09.2020): 209–18. http://dx.doi.org/10.54476/iimrj352.
Pełny tekst źródłaSidhu, Gaganpreet, Seshasai Srinivasan i Nasim Muhammad. "Challenge-based and Competency-based Assessments in an Undergraduate Programming Course". International Journal of Emerging Technologies in Learning (iJET) 16, nr 13 (13.07.2021): 17. http://dx.doi.org/10.3991/ijet.v16i13.23147.
Pełny tekst źródłaLai, Rina P. Y. "Beyond Programming: A Computer-Based Assessment of Computational Thinking Competency". ACM Transactions on Computing Education 22, nr 2 (30.06.2022): 1–27. http://dx.doi.org/10.1145/3486598.
Pełny tekst źródłaSingh, T., R. Mahajan, S. Saiyad, A. Virk i A. Joshi. "Blended programmatic assessment for competency based curricula". Journal of Postgraduate Medicine 67, nr 1 (2021): 18. http://dx.doi.org/10.4103/jpgm.jpgm_1061_20.
Pełny tekst źródłaBerg, Katherine, Anita Wilson, Kathleen Day, David Abraham i Steven Herrine. "Progression Toward a Competency-Based Assessment Paradigm". Academic Medicine 96, nr 11S (27.10.2021): S176—S177. http://dx.doi.org/10.1097/acm.0000000000004295.
Pełny tekst źródłaRozprawy doktorskie na temat "Competency-based assessment"
Mhlongo, Nanikie Charity, i 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.
Pełny tekst źródłaCurwood, Maurice Robert. "Competency-based training and assessment in the workplace /". Connect to thesis, 2004. http://eprints.unimelb.edu.au/archive/00001072.
Pełny tekst źródłaBrooks, Billy, Brian Martin, Paula Masters i 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.
Pełny tekst źródłaMcAllister, Sue Margery. "Competency based assessment of speech pathology students' performance in the workplace". University of Sydney, 2005. http://hdl.handle.net/2123/1130.
Pełny tekst źródłaEnsuring 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.
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.
Pełny tekst źródłaThesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
Full Text
McAllister, Sue. "Competency based assessment of speech pathology students' performance in the workplace". Connect to full text, 2005. http://hdl.handle.net/2123/1130.
Pełny tekst źródłaTitle 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.
Mahoney, Glenna. "Competency Assessment in Sexual Assault Nursing Practice| An Evidence-Based Approach". Thesis, Carlow University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3595809.
Pełny tekst źródłaThe 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.
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.
Pełny tekst źródłaNg, 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.
Pełny tekst źródłaNg, Wai-yan Vivian, i 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.
Pełny tekst źródłaKsiążki na temat "Competency-based assessment"
Berman, Sally. Performance-based learning: Aligning experiential tasks and assessment to increase learning. Wyd. 2. Thousand Oaks, Calif: Corwin Press, 2008.
Znajdź pełny tekst źródłaThe assessment of performance and competence. Cheltenham: Stanley Thornes, 1991.
Znajdź pełny tekst źródła1943-, Ancess Jacqueline, Falk Beverly i Columbia University. Teachers College. National Center for Restructuring Education, Schools, and Teaching., red. Authentic assessment in action: Studies of schools and students at work. New York: Teachers College Press, 1995.
Znajdź pełny tekst źródłaMAP format assessment: Unit ; benchmark. New York, N.Y.]: Macmillan/McGraw-Hill, 2007.
Znajdź pełny tekst źródłaM, Jones Jeffrey. The outcome-based education movement: American educators' culture of assessment innovation. Madison, Wis: J.M. Jones, 1995.
Znajdź pełny tekst źródła1913-, Gray Susan Walton, red. Psychopathology: A competency-based assessment model for social workers. Belmont, CA: Brooks/Cole, 2001.
Znajdź pełny tekst źródłaR, Zide Marilyn, red. Psychopathology: A competency-based assessment model for social workers. Wyd. 3. Belmont, CA: Brooks/Cole, Cengage Learning, 2013.
Znajdź pełny tekst źródłaR, Zide Marilyn, red. Psychopathology: A competency-based assessment model for social workers. Wyd. 2. Australia: Thomson/Brooks/Cole, 2008.
Znajdź pełny tekst źródłaCompetence-based assessment. Buckingham [England]: Open University Press, 1995.
Znajdź pełny tekst źródłaRyan, Concetta Doti. Authentic assessment. Westminster, CA: Teacher Created Materials, 1994.
Znajdź pełny tekst źródłaCzęści książek na temat "Competency-based assessment"
Arkanath, Mohan. "Assessment of Renal Function". W Competency-Based Critical Care, 1–6. London: Springer London, 2008. http://dx.doi.org/10.1007/978-1-84628-937-8_1.
Pełny tekst źródłaKrishnamurthy, Radhika, i Jed A. Yalof. "The assessment competency." W Competency-based education for professional psychology., 87–104. Washington: American Psychological Association, 2010. http://dx.doi.org/10.1037/12068-005.
Pełny tekst źródłaGonzález-Lloret, Marta. "Technologies for Performance-Based Assessment". W 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.
Pełny tekst źródłaYoung, John Q. "Building a System of Competency-Based Assessment". W Graduate Medical Education in Psychiatry, 267–90. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-00836-8_17.
Pełny tekst źródłaBorden, Kathi A., i E. John McIlvried. "Applying the competency model to professional psychology education, training, and assessment: Mission bay and beyond." W Competency-based education for professional psychology., 43–53. Washington: American Psychological Association, 2010. http://dx.doi.org/10.1037/12068-002.
Pełny tekst źródłaIshii, Terumasa. "Theories based on models of academic achievement and competency". W 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.
Pełny tekst źródłaDuliba, Katherine, i Wilson N. Felder. "Strengthening Systems Engineering Leadership Curricula Using Competency-Based Assessment". W 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.
Pełny tekst źródłaChen, Ya-Chun, Zuway-R. Hong i Huann-shyang Lin. "Exploring Students’ Scientific Competency Performance on PISA Paper-Based Assessment and Computer-Based Assessment". W 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.
Pełny tekst źródłaGoldhammer, Frank, Johannes Naumann, Heiko Rölke, Annette Stelter i Krisztina Tóth. "Relating Product Data to Process Data from Computer-Based Competency Assessment". W 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.
Pełny tekst źródłaHalimi, Khaled, i Hassina Seridi-Bouchelaghem. "Where the Competency-Based Assessment Meets the Semantic Learning Analytics". W Intelligent Tutoring Systems, 295–305. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49663-0_35.
Pełny tekst źródłaStreszczenia konferencji na temat "Competency-based assessment"
Idrizi, Ermira, Andrea Kulakov, Sonja Filiposka i Vladimir Trajkovik. "Web-based assessment tool for Teachers Digital Competency". W 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.
Pełny tekst źródłaZhang, Zhaojun, Xiao Qin i Xiaoqing Li. "Competency Assessment Study Based on IPCA-Fuzzy Comprehensive Evaluation". W 2010 International Conference on Management and Service Science (MASS 2010). IEEE, 2010. http://dx.doi.org/10.1109/icmss.2010.5578053.
Pełny tekst źródłaLajis, Adidah, Haidawati Md Nasir i Normaziah A. Aziz. "Proposed Assessment Framework Based on Bloom Taxonomy Cognitive Competency". W 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.
Pełny tekst źródłaEvans, Jeffrey J., Esteban Garcia, Michael Smith, Amy Van Epps, Michael Fosmire i Sorin Matei. "An assessment architecture for competency-based learning: Version 1.0". W 2015 IEEE Frontiers in Education Conference (FIE). IEEE, 2015. http://dx.doi.org/10.1109/fie.2015.7344340.
Pełny tekst źródłaRahayu, Puji, Adila Alfa Krisnadhi, Ika Arthalia Wulandari i Dana Indra Sensuse. "Developing Competence based Assessment Ontology Model for Indonesian Certification Competency". W 2018 Electrical Power, Electronics, Communications, Controls and Informatics Seminar (EECCIS). IEEE, 2018. http://dx.doi.org/10.1109/eeccis.2018.8692915.
Pełny tekst źródłaLili, Liu, Virdi Satinder Singh, Samuel Hon, Diem Le, Kelvin Tan, Daniel Zhang i David Chai. "AI-Based Behavioral Competency Assessment Tool to Enhance Navigational Safety". W 2021 International Conference on Electrical, Computer, Communications and Mechatronics Engineering (ICECCME). IEEE, 2021. http://dx.doi.org/10.1109/iceccme52200.2021.9590891.
Pełny tekst źródłaParras, Luis, Juan José Serrano-Aguilera, Paloma Guitérrez-Castillo, Antonio J. Hijano-Reyes, Maria Isabel Olmo-Sanchez, Jorge Aguilar-Cabello, Francisco José Blanco-Rodriguez i Carlos del Pino. "COMPETENCY-BASED ASSESSMENT IN A BASIC COURSE OF FLUID MECHANICS". W 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0309.
Pełny tekst źródłaMammi, Hazinah K., i Norafida Ithnin. "Competency-based education (CBE) for IT security: towards bridging the gap". W 2012 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2012. http://dx.doi.org/10.1109/tale.2012.6360293.
Pełny tekst źródłaSousa Santos, Susana, María Francisca Casado Claro i Sila Marcos Alsina. "THE ASSESSMENT OF CHALLENGE-BASED LEARNING (CBL) ACTIVITIES USING COMPETENCY-BASED RUBRICS". W 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1592.
Pełny tekst źródłaSingh Virdi, Satinder, Yisi Liu i Daniel Zhang. "EEG-based stress recognition in competency assessment using maritime navigation simulator". W 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002504.
Pełny tekst źródłaRaporty organizacyjne na temat "Competency-based assessment"
Goncharenko, Tatiana, Nataliia Yermakova-Cherchenko i Yelyzaveta Anedchenko. Experience in the Use of Mobile Technologies as a Physics Learning Method. [б. в.], listopad 2020. http://dx.doi.org/10.31812/123456789/4468.
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