Competency assessment procedure

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Competency assessment procedures serve to make competencies visible to others.

Competency assessment procedure for pupils according to APF (graduation portfolio)

Underlying concept of competence

In the scientific specialist literature, the term competence is defined as “a person's abilities or dispositions that enable them to achieve a goal of action in given situations in a self-organized manner based on experience, ability and knowledge. It cannot be checked directly, but can only be deduced from the implementation of the dispositions, especially when dealing creatively with new, non-routine requirements. "

Components of the proof of competence

Requirement profile

The project on which the proof of competence is based is described in such a way that an outside reader can understand the requirements placed on the young person. The requirement profile contains the general school conditions and the pedagogical task and is usually described by the school, teacher or tutor. The description contains information on whether the project was compulsory or voluntary. It names the specific focus of the project in terms of content, method and pedagogical objectives and contains information on relevant knowledge, skills, attitudes and competencies that can be acquired as a result of the project.

Job description of the young person

The concrete activities and actions are described in the student self-reflection. The student self-reflection also includes the name of the student, the topic of the project and where, when and for how long it took place.

Determination of competencies and skills by the young person

In a next step, the young person determines the competencies, abilities and skills that he has acquired and practiced by performing a certain action from his own activity. He describes his goals, ambitions and expectations with regard to the knowledge, skills, attitudes and competencies that he wants to acquire and describes and analyzes his own learning process, the learning outcomes and what actually took place. Younger students are not yet able to take this step. This step is not necessary for them.

Proof of competencies through an external evaluation

To objectify the result of the self-evaluation, i. H. to provide justified evidence that the student has the competencies determined to a certain extent, he needs confirmation (or correction) from outside. This of course has to be done by people who can also make an assessment about it, i.e. H. through people who have lived, practiced, played, worked with him or who could see from the results of his work what he can do and how well he is. The more people submit an external assessment, the more objective the result usually becomes.

Securing results in the proof of competence

All four sub-steps are listed one after the other in a document. Once a product has been created, a photo of it can also be documented in the competence certificate.

Evaluation aids for students

In order for the young people to be able to carry out a self-evaluation , they must have evaluation tools available. This can be a learner support interview with the school learner who looks at the project together or a questionnaire with open questions.

Performance of the competence assessment procedure

This competence assessment procedure shows:

  • Methodological competence (methodological-strategic learning): Methodological competence comprises the mastery and application of various working methods and learning techniques, i. H. to act instrumentally self-organized and to design activities, tasks and solutions methodically and creatively, e.g. B. Obtaining information, looking up, organizing, structuring, excerpting , planning, organizing, archiving , presenting, giving presentations , visualizing , etc. The methodological skills are also often subsumed under the specialist skills.
  • Social skills (socially communicative learning): Social skills become relevant where people interact with one another. Socially competent behavior is expressed through the ability to classify yourself (e.g. in a team), to cooperate with others, to establish networks of relationships (networking), to cope with conflicts and to be able to deal with criticism. They are prepared to act in a communicative and cooperative self-organized manner, d. That is, to creatively deal with and get together with others, to behave in a group and relationship-oriented manner in order to develop new plans and goals: listening, justifying, arguing , asking, discussing, cooperating , integrating , having conversations, presenting, etc.
  • Self-competence ( personal competence , individual competencies ): Self-competence are those skills: knowledge, skills and attitudes that relate to dealing with oneself. However, since they usually also have an impact on social interaction (such as punctuality, independence, responsibility, etc.), they are often combined with social skills. They are the dispositions to act reflexively self-organized, i. In other words, to assess oneself, to develop productive attitudes, appreciations, motives and self-images, to develop one's own talents, motivations, performance intentions and to develop and learn creatively within and outside of work: developing self-confidence, enjoying a topic / method have, develop identification and commitment, build appreciation.

Competency portfolio

The competence certificates acquired during school are summarized in a folder to form the competence portfolio. The competence portfolio is part of the Waldorf qualification in the form of the qualification portfolio (APF) in 21 Waldorf schools in North Rhine-Westphalia.

Advantages of the procedure

In contrast to competence grids , unexpected competencies can also be expressed in this context. Based on the job description, the reader knows the context and can understand how the competence is certified.

Disadvantages of the procedure

Young people with little linguistic talent, such as special school students, are not able to write a self-evaluation, or only to a very limited extent.

Scientific evaluation of the process

The development of the competence certificate and the competence portfolio was scientifically accompanied and evaluated by Michael Brater from 2005 to 2007 by the Institute for Pedagogy of the Alanus University . The form of the proof of competence and the competence portfolio was developed at the Rudolf Steiner School Bochum , projects particularly suitable for this, such as the drama at the Free Waldorf School Cologne, the annual work at the Rudolf Steiner School Düsseldorf and handicrafts at the Free Waldorf School Krefeld were also scientifically monitored and evaluated.

Competency evaluation based on proof of international competence

The verification procedure for the verification of competence consists of four steps:

  1. Requirement profile: The competence-oriented project analysis is a detailed description of the requirements that the project places on the participants or young team members.
  2. Observation: The specialist and the young people observe the project processes.
  3. Dialogue: In the conversation between the young person and the specialist about the observations made, the perceptions are exchanged.
  4. Description: The last step is the joint description of the observed competencies in the International Competence Certificate.

Individual evidence

  1. ↑ Enggruber, Ruth / Bleck, Christian: Models of competence determination in employment and educational theory discourse - taking gender mainstreaming into account, Dresden 2005, p. 8
  2. ↑ http://www.ipl.eu/index.php?id=398&type=1&L=0
  3. ↑ de Vries, Frank (2011): Proof of competence and learning support in Waldorf schools. edition Waldorf, Stuttgart ISBN 978-3-940606-75-4 , pages 10-17
  4. ^ Maurer, Klaus-Michael: Description of competencies and educational standards, Erziehungskunst 11/2006, pp. 1165–1174
  5. ↑ Loebell, Peter: “Competencies” in the Waldorf School, Erziehungskunst 1/2009, pp. 33–39
  6. ↑ Dochy, F .; Schelfhout, W .; Janssens, S .: Evaluate differently, assessment in de onderwijspraktijk, Tielt 2003
  7. ↑ http://apfm.de/konzeption-apf-nrw/broschuere-apf-nrw/  ( page no longer available , search in web archives )  Info: The link was automatically marked as defective. Please check the link according to the instructions and then remove this notice.@1@ 2Template: Toter Link / apfm.de  
  8. ↑ http://apfm.de/projektschulen/
  9. ↑ Michael Brater ; Dieter Haselbach ; Antonia Stefer: Making competencies visible. On the use of competence portfolios in Waldorf schools , Frankfurt 2010 ISBN 978-3-631-60465-6
  10. ^ Frank de Vries: Proof of competence and learning support in Waldorf schools. edition Waldorf, Stuttgart 2011. ISBN 978-3-940606-75-4 ; Pages 20–31
  11. ↑ http://www.competences.info/ibak/cms/website.php?id=/de/index/suche/data6260.htm