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Vintage State of Art on assessment of Key Competences

Vintage State of Art on assessment of Key Competences

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The research on key competences is a study necessary to define a common language and background for the implementation of the framework and the online assessment tool: it allows to valorize and integrate previous European experiences and models and includes the gathering and analysis of the existing European standards to recognize and record the competences, and the methods, practices and tools of assessment and evaluation
The research on key competences is a study necessary to define a common language and background for the implementation of the framework and the online assessment tool: it allows to valorize and integrate previous European experiences and models and includes the gathering and analysis of the existing European standards to recognize and record the competences, and the methods, practices and tools of assessment and evaluation

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09/02/2014

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GrundtvigProjectVINTAGEWP2Deliverable4
 
STATE OF THE ART OFCOMPETENCES AND ASSESSMENT IN EUROPE
Jaap van LakerveldIngrid GussenJoost de ZoeteSeptember 2013
The research on keycompetences is a studynecessary to define acommon language andbackground for theimplementation of theframework and theonline assessment tool:it allows to valorize andintegrate previousEuropean experiencesand models and willinclude the gatheringand analysis of theexisting Europeanstandards to recognizeand record thecompetences, and themethods, practices andtools of assessmentand evaluation.
Contents
22
IntroductionKey competences forlifelong learning
Coordinated by PLATO the VINTAGE partners eachconducted desk research in which existing Europeanstandards, practices, tools and technological devices inuse to assess competences at a European level werecollected, recorded and analyzed. For this purpose PLATOdeveloped a format to allow the partners to collect relevantinformation. This allowed the VINTAGE partners to identifycriteria and instruments to build a framework for theevaluation of the key competences, setting the evaluationlevels, the descriptors and the checklists on national level.The research was carried out by all partners, each of themwrote a report about the practices for the assessment ofkey competences used in his Countries with the mainreferences of local literature and online resources.
Key competences inadult education
4
Assessment tools
512
Analytical overview ofassessment toolsConclusions and ideason assessment toolsReferences
1214
 
 
GrundtvigProjectVINTAGE
 
WP2Deliverable4
 2
In this report PLATO describesthe results of the deskresearch conducted by thepartners in VINTAGE in orderto specify how to describecompetences and theirpossible levels of mastery.This research resulted in acollection of initiatives focusedon the acquisition and (self)assessment of keycompetences in adulteducation in Italy, Austria,Germany, Ireland, TheNetherlands and Sweden. Thefindings of this research willbe used as a source ofinspiration to develop aVINTAGE assessmentframework (WP3) and anonline tool (WP5). Theanalytical questions in relationto the key competences andassessment (tools) that PLATOused for this research, are:
1.
Which key competences areaddressed in adult educationin the participating countries?(EU key competences orotherwise?)
2.
Which kinds of assessmenttools / methods aredescribed?• Is it a complete tool or is itpart of a tool?• In case of a portfolio: whatkinds of proof are demanded?• What is the function of theassessment tool?• Which approach is chosen?
3.
Which dimension(s) arebeing used in the tools?• Learning context or workingworking context?• Product (facts) or socialevidence (observations ofothers)?
Introduction
Key competences in the shape of knowledge,skills and attitudes appropriate to eachcontext are fundamental for each individual ina knowledge-based society. They provideadded value for the labour market, socialcohesion and active citizenship by offeringflexibility and adaptability, satisfaction andmotivation. These key competences aredefined in the Recommendation 2006/962/ECof the European Parliament and of the Councilof 18 December 2006 on key competences forlifelong learning.
Key competences for lifelong learning
This project has been funded with support from the European Commission. This publication reflects the views only of theauthor, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
 
Grundtvig Project VINTAGE - online tool for self eValuatIoN of key competences in adulT AGE
Reference: 527349-LLP-1-2012-1-IT-GRUNDTVIG-GMPGrant Agreement n. n. 2012-4192/001-001
4.
What are the indicatorsof levels?
5.
What is the functions ofthe use of keycompetences?
6.
What similarities ordifferences are there indefinitions ofcompetences?
 
 
GrundtvigProjectVINTAGE
 
WP2Deliverable4
 3
1. Communication in the mother tongue
Communication in the mother tongue is the ability to express and interpret concepts, thoughts,feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing),and to interact linguistically in an appropriate and creative way in a full range of societal andcultural contexts; in education and training, work, home and leisure.
2. Communication in foreign languages
Communication in foreign languages broadly shares the main skill dimensions of communicationin the mother tongue: it is based on the ability to understand, express and interpret concepts,thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, readingand writing) in an appropriate range of societal and cultural contexts (in education and training,work, home and leisure) according to one’s wants or needs.
3. Mathematical competence and basic competences in science and technology
Mathematical competence is the ability to develop and apply mathematical thinking in order tosolve a range of problems in everyday situations. Competence in science refers to the ability andwillingness to use the body of knowledge and methodology employed to explain the natural world,in order to identify questions and to draw evidence-based conclusions.
4. Digital competence
Digital competence involves the confident and critical use of Information Society Technology (IST)for work, leisure and communication. It is underpinned by basic skills in ICT: the use of computersto retrieve, assess, store, produce, present and exchange information, and to communicate andparticipate in collaborative networks via the Internet.
5. Learning to learn
Learning to learn is the ability to pursue and persist in learning, to organise one’s own learning,including through effective management of time and information, both individually and in groups.
6. Social and civic competences
These include personal, interpersonal and intercultural competence and cover all forms ofbehaviour that equip individuals to participate in an effective and constructive way in social andworking life, and particularly in increasingly diverse societies, and to resolve conflict wherenecessary.
7. Sense of initiative and entrepreneurship
Sense of initiative and entrepreneurship refers to an individual’s ability to turn ideas into action. Itincludes creativity, innovation and risk-taking, as well as the ability to plan and manage projects inorder to achieve objectives.
8. Cultural awareness and expression
Appreciation of the importance of the creative expression of ideas, experiences and emotions in arange of media, including music, performing arts, literature, and the visual arts.The first three competences (communication in the mothertongue, literacy and mathematical competence, basiccompetence in science and technology and communication inforeign languages) are linked with traditional school subjectsand can be integrated within the traditional national andschool curricula. The competences of the second group arecross-curricular in nature and can be supported bytransversal capabilities and skills such as critical thinking,creativity, sense of initiative, problem solving, riskassessment, decision-making and constructive managementof feelings.

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