Zaloguj się

Gotowe bibliografie tematyczne / Competency-based assessment / Artykuły w czasopismach

Artykuły w czasopismach na temat „Competency-based assessment”

Kliknij ten link, aby zobaczyć inne rodzaje publikacji na ten temat: Competency-based assessment.

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 20 lutego 2023

Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych

Wybierz rodzaj źródła:

Sprawdź 50 najlepszych artykułów w czasopismach naukowych na temat „Competency-based assessment”.

Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.

Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.

Przeglądaj artykuły w czasopismach z różnych dziedzin i twórz odpowiednie bibliografie.

1

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 źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

2

Young, 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 źródła

Style APA, Harvard, Vancouver, ISO itp.

3

Farris, 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 źródła

Style APA, Harvard, Vancouver, ISO itp.

4

Russanti, 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 źródła

Style APA, Harvard, Vancouver, ISO itp.

5

Priyadarshini, 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 źródła

Style APA, Harvard, Vancouver, ISO itp.

6

D. 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 źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

7

Sidhu, 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 źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

8

Lai, 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 źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

9

Singh, 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 źródła

Style APA, Harvard, Vancouver, ISO itp.

10

Berg, 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 źródła

Style APA, Harvard, Vancouver, ISO itp.

11

Humphrey-Murto, Susan, Timothy J. Wood, Shelly Ross, Walter Tavares, Brent Kvern, Ravi Sidhu, Joan Sargeant i Claire Touchie. "Assessment Pearls for Competency-Based Medical Education". Journal of Graduate Medical Education 9, nr 6 (1.12.2017): 688–91. http://dx.doi.org/10.4300/jgme-d-17-00365.1.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

12

Lurie, Stephen J. "History and practice of competency-based assessment". Medical Education 46, nr 1 (13.12.2011): 49–57. http://dx.doi.org/10.1111/j.1365-2923.2011.04142.x.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

13

Cairns, Lynn, i Cynthia Johansen. "Competency-Based Assessment of Internationally Educated Nurses". Journal of Nursing Regulation 4, nr 1 (kwiecień 2013): 45–48. http://dx.doi.org/10.1016/s2155-8256(15)30167-8.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

14

Bacon, R., Y. Long, C. Palermo i K. Whelan. "Improving Competency-Based Assessment - an International Perspective". Journal of the Academy of Nutrition and Dietetics 118, nr 9 (wrzesień 2018): A19. http://dx.doi.org/10.1016/j.jand.2018.06.251.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

15

Modi, Jyoti Nath, Piyush Gupta i Tejinder Singh. "Competency-based medical education, entrustment and assessment". Indian Pediatrics 52, nr 5 (maj 2015): 413–20. http://dx.doi.org/10.1007/s13312-015-0647-5.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

16

Chuan, A., A. S. Wan, C. F. Royse i K. Forrest. "Competency-based Assessment Tools for Regional Anaesthesia". Obstetric Anesthesia Digest 38, nr 3 (wrzesień 2018): 121–22. http://dx.doi.org/10.1097/01.aoa.0000542338.51514.81.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

17

Martinez, Iveris L., Andrea L. Pfeifle i James A. Ballard. "Framing Competency-based Assessment for Interprofessional Education". Medical Science Educator 23, S3 (październik 2013): 562–65. http://dx.doi.org/10.1007/bf03341678.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

18

Michelson, James D., i Lance Manning. "Competency assessment in simulation-based procedural education". American Journal of Surgery 196, nr 4 (październik 2008): 609–15. http://dx.doi.org/10.1016/j.amjsurg.2007.09.050.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

19

Meyers, Jason L. "Scoring models in competency-based educational assessment". Journal of Competency-Based Education 3, nr 3 (wrzesień 2018): e01173. http://dx.doi.org/10.1002/cbe2.1173.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

20

Kim, So-Yeon. "The Effect of Competency-Based Performance Assessment on Musical Emotion⋅Communication Competency: A Case Study on the 1st Grade of Middle School Girls". Korean Association For Learner-Centered Curriculum And Instruction 22, nr 24 (31.12.2022): 465–87. http://dx.doi.org/10.22251/jlcci.2022.22.24.465.

Pełny tekst źródła

Streszczenie:

Objectives The purposes of this study were to find out the effect of the competency-based performance assessment on musical emotion and communication competencies. Methods 89 middle school girls in Seoul were classified into a competency-based performance assessment group and a skill-based performance assessment group. They performed each performance assessment for 3 months. And then independent t-test and pre-post t-test were conducted to measure the improvement level of the musical emotion⋅communication competency. Finally, correlation analysis and simple regression analysis were conducted to find out the relationship between the post score of competency-based performance assessment and the musical emotion⋅communication competency. Results The total score of the competency-based performance assessment group was more than the total score of skill-based performance assessment group. It was .298 points higher. All sub-factors and most of questions of the competency-based performance assessment group were improved than before. On the other hand, the skill-based performance assessment group showed a slight improvement in the score of sub-factors and some questions. As a result of correlation and simple regression analysis, the competency-based performance assessment was found to be a factor influencing the appreciation and application factors of musical communication competency. On the other hand, the skill-based performance assessment was found to be a influencing factor of the understanding and musical knowledge factors that related to the cognitive aspects of musical emotion competency and communication competency. Conclusions The competency-based performance assessment was more effective than the skill-based performance assessment in improving the target competency. If competency-based performance assessment is carried out by real-life tasks, ability evaluation to apply and utilize knowledge and functions, affective domain evaluation, and process-focused evaluation, actual competency can be enhanced.

Style APA, Harvard, Vancouver, ISO itp.

21

Perry, Marcia, Andrew Linn, Brendan W. Munzer, Laura Hopson, Ambrosya Amlong, Michael Cole i Sally A. Santen. "Programmatic Assessment in Emergency Medicine: Implementation of Best Practices". Journal of Graduate Medical Education 10, nr 1 (1.02.2018): 84–90. http://dx.doi.org/10.4300/jgme-d-17-00094.1.

Pełny tekst źródła

Streszczenie:

ABSTRACT Background Programmatic assessment is the intentional collection of key data from multiple sources for both assessment of learning and assessment for learning. Objective We developed a system of programmatic assessment (PA) to identify competency progression (summative) and assessment for learning to assist residents in their formative development. Methods The programmatic assessment was designed iteratively from 2014 through 2016. All assessments were first categorized by competency domain and source of assessment. The number of assessment modalities for each competency domain was collected. These multisource assessments were then mapped by program leadership to the milestones to develop a master PA blueprint. A resident learning management system provided the platform for aggregating formative and summative data, allowing residents and faculty ongoing access to guide learning and assessment. A key component of programmatic assessment was to support resident integration of assessment information through feedback by faculty after shifts and during monthly formal assessments, semiannual resident reviews, and summative judgments by the Clinical Competency Committee. Results Through the PA, the 6 competency domains are assessed through multiple modalities: patient care (22 different assessments), professionalism (18), systems-based practice (17), interprofessional and communication skills (16), medical knowledge (11), and practice-based learning and improvement (6). Each assessment provides feedback to the resident in various formats. Our programmatic assessment has been utilized for more than 2 years with iterative improvements. Conclusions The implementation of programmatic assessment allowed our program to organize diverse, multisourced feedback to drive both formative and summative assessments.

Style APA, Harvard, Vancouver, ISO itp.

22

Ion, Georgeta, Elena Cano i Nati Cabrera. "Competency Assessment Tool (CAT). The evaluation of an innovative competency-based assessment experience in higher education". Technology, Pedagogy and Education 25, nr 5 (marzec 2016): 631–48. http://dx.doi.org/10.1080/1475939x.2015.1134635.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

23

Levy, Yair, i Michelle M. Ramim. "An Assessment of Competency-Based Simulations on E-Learners’ Management Skills Enhancements". Interdisciplinary Journal of e-Skills and Lifelong Learning 11 (2015): 179–90. http://dx.doi.org/10.28945/2309.

Pełny tekst źródła

Streszczenie:

There is a growing interest in the assessment of tangible skills and competence. Specifically, there is an increase in the offerings of competency-based assessments, and some academic institutions are offering college credits for individuals who can demonstrate adequate level of competency on such assessments. An increased interest has been placed on competency-based computer simulations that can assist learners to gain tangible skills. While computer simulations and competency-based projects, in general and particularly in management, have demonstrated great value, there are still limited empirical results on their benefits to e-learners. Thus, we have developed a quasi-experimental research, using a survey instrument on pre- and post-tests, to collect the set of 12 management skills from e-learners attending courses that included both competency-based computer simulations and those that didn’t. Our data included a total of 253 participants. Results show that all 12 management skills measures demonstrated very high reliability. Our results also indicate that all 12 skills of the competency-based computer simulations had higher increase than those that didn’t. Analyses on the mean increases indicated an overall statistically significant difference for six of the 12 management skills enhancements between the experimental and control groups. Our findings demonstrate that overall computer simulations and competency-based projects do provide added value in the context of e-learning when it comes to management skills.

Style APA, Harvard, Vancouver, ISO itp.

24

Jubaedah, Yoyoh, Neni Rohaeni, Nenden Rani Rinekasari i Iis Rohmah. "MODEL COMPETENCY BASED ASSESSMENT PADA PENGEMBANGAN JOB PERFORMANCE PUBLIC AREA DI HOUSEKEEPING DEPARTMENT". JKKP (Jurnal Kesejahteraan Keluarga dan Pendidikan) 5, nr 2 (24.10.2018): 139–46. http://dx.doi.org/10.21009/jkkp.052.05.

Pełny tekst źródła

Streszczenie:

The purpose of this research is to apply a competency-based assessment model on the job performance of Public Area at Housekeeping Department. The scope of the study produced 2 targets in housekeeping department: 1) competency based assessmen model on the job performance of public area; 2) assessment tool on job performance of public area. This study was used a descriptive method with three stages of development study. First is a preliminary study, second stage is development model, and finally is validation test of the model. The research subject was teacher of public area subject matter, and employees of housekeeping department. Data was collected through interviews, observations, and expert judgment. Data was analyzed in accordance with the procedures and characteristic of the findings. It was used both the qualitative and quantitative data. The finding showed that competency-based assessment model on the job performance of public area in housekeeping department included the planning, the instrument and the process of assessment stages. The instrument consisted of the preparation, practices, and outcome of assessment stages. The conclusion is assessment tools on the public area practices using competency-based assessment is very appropriate to apply this competency-based assessment at senior vocational high school, especially for job performance on housekeeping department expertise. Abstrak Tujuan dari penelitian ini adalah untuk menerapkan model Competency Based Assessment pada pengembangan Job Performance Public Area di Housekeeping Department. Target khusus yang ingin dicapai dari penelitian ini adalah menghasilkan: (1) Model Competency Based Assessment pada pengembangan Job Performance Public Area di Housekeeping Department, (2) Alat Penilaian Job Performance Public Area di Housekeeping Department. Penelitian ini mengunakan metode deskriptif dengan pendekatan Research and Development. Studi pengembangan ini dilakukan dalam tiga tahap, meliputi: Tahap pertama merupakan tahap studi pendahuluan, Tahap kedua merupakan tahap pengembangan model dan Tahap ketiga merupakan tahap uji validasi model. Subjek penelitian terdiri dari guru pengampu mata pelajaran Public Area dan praktisi dari housekeeping depatment. Teknik pengumpulan data dilakukan melalui wawancara, observasi, dan expert judgement. Analisis data penelitian dilakukan sesuai dengan prosedur dan karakteristik dari temuan data penelitian; untuk data kuantitatif dianalisis secara kuantitatif dan untuk data kualitatif dianalisis secara kualitatif. Temuan penelitian berkaitan dengan Model Competency Based Assessment pada pengembangan Job Performance Public Area di Housekeeping Department meliputi tahap perencanaan penilaian, instrumen penilaian, dan pelaksanaan penilaian. Instrumen penilaian terdiri dari tahap persiapan praktik, proses praktik, dan hasil praktik. Dari temuan penelitian dan hasil validasi dapat disimpulkan bahwa Alat Penilaian praktik Public Area dengan menerapkan model Competency Based Assessment â€œsangat layakâ€ untuk diimplementasikan di SMK Akomodasi Perhotelan dan di Housekeeping Department pada saat melakukan penilaian terhadap Job Performance Public area. Kata Kunci : Model, Competency Based Assessment, Job Performance, Public Area, Housekeeping Department.

Style APA, Harvard, Vancouver, ISO itp.

25

Torsney, K. M., D. M. Cocker i A. A. P. Slesser. "The Modern Surgeon and Competency Assessment: Are the Workplace-Based Assessments Evidence-Based?" World Journal of Surgery 39, nr 3 (18.11.2014): 623–33. http://dx.doi.org/10.1007/s00268-014-2875-6.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

26

Gopalakrishnan, M., i MK Garg. "The power of subjectivity in competency-based assessment". Journal of Postgraduate Medicine 67, nr 1 (2021): 57. http://dx.doi.org/10.4103/jpgm.jpgm_1251_20.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

27

Klein, Colleen J. "Linking Competency-Based Assessment to Successful Clinical Practice". Journal of Nursing Education 45, nr 9 (1.09.2006): 379–83. http://dx.doi.org/10.3928/01484834-20060901-09.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

28

Prabowo, Muhammad Yoga, i Sarah Rahmadian. "COMPUTER-BASED ENGLISH COMPETENCY ASSESSMENT FOR SCHOLARSHIP SELECTION". Jurnal Sosioteknologi 21, nr 1 (31.03.2022): 84–96. http://dx.doi.org/10.5614/sostek.itbj.2022.21.1.9.

Pełny tekst źródła

Streszczenie:

The need for a safe and versatile testing system during COVID-19 pandemic for scholarship selection prompted the Financial Education and Training Agency (FETA), an echelon-1 unit under the Ministry of Finance, to design the Aplikasi Ujian Online computer-based test platform. This paper focused on exploring challenges in developing and administering English competency assessment through the computer-based platform and the strategies to overcome them. The research used the descriptive method with direct observation and questionnaire for data collection. Three receptive skills (listening, structure, and reading comprehension) were measured on 337 applicants of the Ministerial Scholarship offered by the Ministry of Finance in 2021. A post-test questionnaire was administered to investigate test takers' perceptions. The findings showed that loading time and login difficulty were the most common issues. However, preformulated risk-mitigation strategies were found to be effective in resolving the issues. Overall, the questionnaire result showed a significantly positive perception of the computer-based English competency test.

Style APA, Harvard, Vancouver, ISO itp.

29

Jones, Anne. "The place of judgement in competency-based assessment". Journal of Vocational Education & Training 51, nr 1 (marzec 1999): 145–60. http://dx.doi.org/10.1080/13636829900200073.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

30

Melancon, Sylvia C., i Martha S. Williams. "Competency-Based Assessment Center Design: A Case Study". Advances in Developing Human Resources 8, nr 2 (maj 2006): 283–314. http://dx.doi.org/10.1177/1523422305286157.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

31

Kim, Sara, Paul J. Henderson, Carla Phillips, Adam R. Orkand, Eric Maddox, Claudia Bien, Ann Smith i Michael L. Astion. "Web-based Competency Assessment System for Microscopic Urinalysis". Clinical Chemistry 48, nr 9 (1.09.2002): 1608–11. http://dx.doi.org/10.1093/clinchem/48.9.1608.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

32

Parsons, Elizabeth C., i Mary Bonan Capka. "Building a Successful Risk-based Competency Assessment Model". AORN Journal 66, nr 6 (grudzień 1997): 1065–71. http://dx.doi.org/10.1016/s0001-2092(06)62545-3.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

33

Gonczi, Andrew. "Competency Based Assessment in the Professions in Australia". Assessment in Education: Principles, Policy & Practice 1, nr 1 (styczeń 1994): 27–44. http://dx.doi.org/10.1080/0969594940010103.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

34

Cheng, Tao Ming, Hsing Yu Hou, Rung Ching Chen, Dinesh Chandra Agrawal i Ji Yuan Lin. "Competency-based diagnosis for interns-quality assessment approach". International Journal of Information Systems and Change Management 10, nr 1 (2018): 55. http://dx.doi.org/10.1504/ijiscm.2018.093207.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

35

Lin, Ji Yuan, Dinesh Chandra Agrawal, Hsing Yu Hou, Rung Ching Chen i Tao Ming Cheng. "Competency-based diagnosis for interns-quality assessment approach". International Journal of Information Systems and Change Management 10, nr 1 (2018): 55. http://dx.doi.org/10.1504/ijiscm.2018.10014331.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

36

Singh, T., A. Virk, A. Joshi i R. Mahajan. "The power of subjectivity in competency-based assessment". Journal of Postgraduate Medicine 66, nr 4 (2020): 200. http://dx.doi.org/10.4103/jpgm.jpgm_591_20.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

37

Efimova, S. A. "PROBLEMS OF COMPETENCY-BASED ASSESSMENT OF APPLIED QUALIFICATIONS". Education and science journal 19, nr 5 (1.01.2017): 120–37. http://dx.doi.org/10.17853/1994-5639-2017-5-120-137.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

38

Shamsutdinova, T. M. "QUALITY ASSESSMENT OF STUDENT COURSEWORKS: COMPETENCY-BASED APPROACH". Education and science journal 20, nr 2 (8.03.2018): 180–95. http://dx.doi.org/10.17853/1994-5639-2018-2-180-195.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

39

Shiloah, J., M. Scarbecz, P. S. Bland i T. L. Hottel. "A comprehensive clinical competency-based assessment in periodontics". European Journal of Dental Education 21, nr 2 (18.01.2016): 86–90. http://dx.doi.org/10.1111/eje.12182.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

40

Lewis, S. "Enteral Nutrition Simulation-Based Training and Competency Assessment". Journal of the Academy of Nutrition and Dietetics 114, nr 9 (wrzesień 2014): A67. http://dx.doi.org/10.1016/j.jand.2014.06.224.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

41

Brower, Aaron M., Debra Humphreys, Rebecca Karoff i Sandra Kallio. "Designing quality into direct-assessment competency-based education". Journal of Competency-Based Education 2, nr 2 (2.05.2017): e01043. http://dx.doi.org/10.1002/cbe2.1043.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

42

Majumder, Soumi, Soumalya Chowdhury i Sayan Chakraborty. "Interactive Web-interface for Competency-based Classroom Assessment". International Journal of Education and Management Engineering 13, nr 1 (8.02.2023): 18–28. http://dx.doi.org/10.5815/ijeme.2023.01.03.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

43

Wilkinson, Connie S., David Przestrzelski, Isabel Duff i Kari J. Hite. "Competency-Based Telephone Triage Curriculum". Lippincott's Case Management 5, nr 4 (lipiec 2000): 141–47. http://dx.doi.org/10.1097/00129234-200007000-00003.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

44

Alajmi, Maadi Mahdi. "Implementation Difficulties of Kuwait National Competency-Based Curriculum". Journal of Educational and Social Research 11, nr 5 (5.09.2021): 151. http://dx.doi.org/10.36941/jesr-2021-0113.

Pełny tekst źródła

Streszczenie:

The study investigates teachers' understanding and use of competency-based national curriculum in Kuwait's public education schools. A developed questionnaire survey distributed to 317 teachers and 94 supervisors. Findings indicated weaknesses in professional development and training, the assessment process, use of instructional technology, financial supplies, and teacher guides. Recommendations highlight needs of a professional development and training to supervisors and teachers on implementing the national competency-based curriculum, standards-based assessments, instructional technology, instructional strategies, and financial supplies. A future research on effects of the national competency-based curriculum on student learning, teaching performance, and outcomes of educational process is highly recommended. Received: 26 May 2021 / Accepted: 2 August 2021 / Published: 5 September 2021

Style APA, Harvard, Vancouver, ISO itp.

45

Fleming, Melinda, Michael McMullen, Theresa Beesley, Rylan Egan i Sean Field. "Simulation-based evaluation of anaesthesia residents: optimising resource use in a competency-based assessment framework". BMJ Simulation and Technology Enhanced Learning 6, nr 6 (3.12.2019): 339–43. http://dx.doi.org/10.1136/bmjstel-2019-000504.

Pełny tekst źródła

Streszczenie:

IntroductionSimulation training in anaesthesiology bridges the gap between theory and practice by allowing trainees to engage in high-stakes clinical training without jeopardising patient safety. However, implementing simulation-based assessments within an academic programme is highly resource intensive, and the optimal number of scenarios and faculty required for accurate competency-based assessment remains to be determined. Using a generalisability study methodology, we examine the structure of simulation-based assessment in regard to the minimal number of scenarios and faculty assessors required for optimal competency-based assessments.MethodsSeventeen anaesthesiology residents each performed four simulations which were assessed by two expert raters. Generalisability analysis (G-analysis) was used to estimate the extent of variance attributable to (1) the scenarios, (2) the assessors and (3) the participants. The D-coefficient and the G-coefficient were used to determine accuracy targets and to predict the impact of adjusting the number of scenarios or faculty assessors.ResultsWe showed that multivariate G-analysis can be used to estimate the number of simulations and raters required to optimise assessment. In this study, the optimal balance was obtained when four scenarios were assessed by two simulation experts.ConclusionSimulation-based assessment is becoming an increasingly important tool for assessing the competency of medical residents in conjunction with other assessment methods. G-analysis can be used to assist in planning for optimal resource use and cost-efficacy.

Style APA, Harvard, Vancouver, ISO itp.

46

Pero, Rebecca P., i Laura Marcotte. "Scaffolding for assessment success: using gradual release of responsibility to support resident transition to competency-based medical education". Canadian Medical Education Journal 10, nr 3 (20.07.2019): e110-112. http://dx.doi.org/10.36834/cmej.61846.

Pełny tekst źródła

Streszczenie:

In competency-based medical education (CBME), assessment is learner-driven; learners may fail to progress if assessments are not completed. The General Internal Medicine (GIM) program at Queen’s University uses an educational technique known as scaffolding in its assessment strategy. The program applies this technique to coordinate early assessments with specific scheduled learning experiences and gradually releases the responsibility for assessment initiation to residents. Although outcomes of this innovation are still under investigation, we feel it has been valuable in supporting resident assessment capture and timely progression through stages of training. Other residency training programs could easily implement this technique to support the transition to Competency by Design.

Style APA, Harvard, Vancouver, ISO itp.

47

Soosay, Ian. "Competency-Based Training Schemes in Psychiatry". International Psychiatry 5, nr 3 (lipiec 2008): 77. http://dx.doi.org/10.1192/s1749367600002174.

Pełny tekst źródła

Streszczenie:

Sir: At its 2006 annual forum in Riga, the European Federation for Psychiatric Trainees (EFPT) issued its first statement on competency-based training and assessment in psychiatry. The EFPT, which represents national associations of psychiatric trainees from across Europe, is broadly in favour of competency-based training if it improves the standard of psychiatric education and is not overly bureaucratic.

Style APA, Harvard, Vancouver, ISO itp.

48

Yang, Hsing-Chen. "Education First: Promoting LGBT+ Friendly Healthcare with a Competency-Based Course and Game-Based Teaching". International Journal of Environmental Research and Public Health 17, nr 1 (22.12.2019): 107. http://dx.doi.org/10.3390/ijerph17010107.

Pełny tekst źródła

Streszczenie:

How, apart from by conveying professional knowledge, can university medical education nurture and improve the gender competency of medical students and thereby create an LGBT+ friendly healthcare environment? This study explored the use of game-based teaching activities in competency-based teaching from the perspective of competency-based medical education (CBME) and employed a qualitative case-study methodology. We designed an LGBT+ Health and Medical Care course in a medical school. Feedback was collected from two teachers and 19 medical students using in-depth interviews and thematic analysis was used to analyze the collected data. The findings of this study were as follows: (1) Games encouraged student participation and benefited gender knowledge transmission and transformation through competency learning, and (2) games embodied the idea of assessment as learning. The enjoyable feeling of pressure from playing games motivated students to learn. Using games as both a teaching activity and an assessment tool provided the assessment and instant feedback required in the CBME learning process. Game-based teaching successfully guided medical students to learn about gender and achieve the learning goals of integrating knowledge, attitudes, and skills. To fully implement CBME using games as teaching methods, teaching activities, learning tasks, and assessment tools, teachers must improve their teaching competency. This study revealed that leading discussions and designing curricula are key in the implementation of gender competency-based education; in particular, the ability to lead discussions is the core factor. Game-based gender competency education for medical students can be facilitated with discussions that reinforce learning outcomes to achieve the objectives of gender equality education and LGBT+ friendly healthcare. The results of this study indicated that game-based CBME with specific teaching strategies was an effective method of nurturing the gender competency of medical students. The consequent integration of gender competency into medical education could achieve the goal of LGBT+ friendly healthcare.

Style APA, Harvard, Vancouver, ISO itp.

49

Sarkar, Shulagna. "Competency based Training Need Assessment – Approach in Indian companies". Organizacija 46, nr 6 (1.11.2013): 253–63. http://dx.doi.org/10.2478/orga-2013-0025.

Pełny tekst źródła

Streszczenie:

AbstractTraining is a usual formula for organisations through which employees are introduced to learning, but the challenge lies in identifying the appropriate training needs of employees. The success of a training program depends primarily on the need assessment. The paper discusses the process of competency mapping and focuses on how competency mapping can be used for conducting training need assessment. The paper is an empirical research based on both public and private manufacturing units in India. Primary and secondary data was collected using number of techniques. Gap analysis has been performed for employees and it has also been aimed to verify the changes in competency gaps on applying need based training. On providing need based training, significant difference was measured in the level of competencies of employees. The paper shares a practical insight on the implementation of competency mapping for training need analysis. The research is focused on manufacturing units only, whereas there is a huge scope for it to be implemented in service industries also. The paper is an original piece of research where a model has been designed to resolve training issues of manufacturing industries.

Style APA, Harvard, Vancouver, ISO itp.

50

Greece, Jacey A., Joanne G. Patterson, Sarah A. Kensky i Kate Festa. "Incorporating practical application in graduate introductory public health courses". On the Horizon 23, nr 4 (9.11.2015): 309–22. http://dx.doi.org/10.1108/oth-05-2015-0021.

Pełny tekst źródła

Streszczenie:

Purpose – The purpose of this paper is to examine the utility of a redesigned course assessment in a required, introductory Master of Public Health (MPH) course to demonstrate competency achievement through practical application. School of public health curricula are informed by competency-based education (CBE) to prepare students for the field. This is a challenge in introductory courses as traditional assessments do not translate into practical application of knowledge. Design/methodology/approach – This retrospective post-test-only evaluation examined a practice-based, multi-disciplinary assessment utilized in Fall 2014 (n = 63 students). Web-based surveys were administered three months after the course to participating students (n = 33), the teaching team or teaching teams (n = 7) and organization representatives (n = 3) to evaluate the utility of the assessment. Questions were analyzed descriptively using chi-square tests, where applicable responses were compared across groups. Findings – Results indicate that a practice-based assessment in an introductory MPH course may enhance student learning by fostering deeper appreciation and application of course content while more closely reflecting the collaborative, multi-disciplinary and problem-solving nature of practice. The assessment may also increase the depth of competency achievement and career preparedness. Practical implications – Institutions that are guided by CBE, train students for multi-disciplinary practice and are impacted by the changing landscape of the field may want to consider course assessments that mimic practice to best prepare students. Originality/value – Course assessments should be evaluated to ensure they appropriately measure competency achievement. This evaluation provides multiple perspectives on the process and outcome of a practice-based course assessment.

Style APA, Harvard, Vancouver, ISO itp.

Oferujemy zniżki na wszystkie plany premium dla autorów, których prace zostały uwzględnione w tematycznych zestawieniach literatury. Skontaktuj się z nami, aby uzyskać unikalny kod promocyjny!