Non-cognitive facets of competence. Theoretical foundations and implications for measurement.

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Autor/inn/en	Sembill, Detlef; Rausch, Andreas; Kögler, Kristina
Titel	Non-cognitive facets of competence. Theoretical foundations and implications for measurement.
Quelle	Aus: Beck, Klaus (Hrsg.); Zlatkin-Troitschanskaia, Olga (Hrsg.): From diagnostics to learning success. Proceedings in vocational education and training. Rotterdam: Sense Publishers (2013) S. 199-211 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Professional and VET learning. 1
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-94-6209-189-4; 978-94-6209-190-0; 978-94-6209-191-7
DOI	10.1007/978-94-6209-191-7_15
Schlagwörter	Kompetenz; TIMSS (Third International Mathematics and Science Study); Emotion; Kognition; Kognitive Kompetenz; Motivation; Ausbildung; Ausbildungsberuf; Kompetenzentwicklung; Nichtkognitive Fertigkeit; PISA (Programme for International Student Assessment)
Abstract	There is a growing interest in the definition and assessment of competence. Particularly in the context of vocational education and training it is vital to have reliable and valid information about individual competences. Despite its long tradition, student testing has increasingly been criticized in the United States, while there are several reasons for the current interest in this topic in Europe. Firstly, competence measurement gained recognition through the use of large-scale international assessments such as PISA, TIMSS etc. Secondly, in order to evaluate and compare the performance of educational units (schools, school types, districts, states etc.) and the effects of educational policy, testing students for their competence has become the criterion of choice. Thirdly, assessing competence might serve as a means of recognizing informal learning, for example, within the remit of the European Qualification Framework (EQF). Though there is no broadly accepted definition of competence, the most common definitions build on Chomsky's distinction between competence and performance (Chomsky, 1965). Hence, competence is defined as a latent construct that is only observable in performance within the respective real-life domain. Thus, defining competences usually begins with the identification of typical demands in real-life situations. In turn, typical bundles of such situations are usually referred to as domains and are generally defined by practitioners of the respective practical context (Achtenhagen, 2007; Klieme et al., 2003; Lehmann & Seeber, 2007; Sloane, 2008; Winther, 2010). As a consequence, a common definition of competence derives from the DeSeCo initiative (Definition and Selection of Competencies) and refers to the widespread functional approach: "A competence is defined as the ability to successfully meet complex demands in a particular context through the mobilisation of psychosocial prerequisites" (Rychen & Salganik, 2003, p. 43). Furthermore, according to Weinert (2001), besides intellectual abilities, content-specific knowledge, cognitive skills, domain-specific strategies, routines and subroutines, competences are also comprised of "... motivational tendencies, volitional control systems, personal value orientations, and social behaviours" (Weinert, 2001, p. 51). Following Spencer, McClelland and Spencer (1994, p. 6) "any individual characteristic that can be reliably measured, counted and that can be shown to differentiate superior from average performers" is part of competence. Within such broad definitions, competences cannot be clearly separated from personality traits, but there are smooth transitions (Corsten, 2001). Consequently, Erpenbeck and von Rosenstiel (2003) define competences as dispositions allowing for self-organized thinking and acting, while dispositions are defined as the individual prerequisites of action regulation. Attributing the particular extent of competence in an individual points to the prognosis (explained variance) of that person's future performance in complex domain-specific real-life situations, i.e. problem solving. Thus, whatever individual prerequisites contribute to this prognosis of future action, regulation should be considered as a possible part of competence. Whereas manifest performance might cursorily take the form of an unidimensional - in some cases even dichotomous - variable, the underlying competence, however, is multifaceted with regard to its subsurface structure. We subscribe to the view that competence is not an unidimensional construct but comprises multiple facets of individual dispositions (see also Breuer, 2006). However, most empirical studies merely focus on cognitive facets of competence, while non-cognitive facets, such as motivation and emotion, for several reasons, are widely neglected. In the present paper, we will emphasize the significance of non-cognitive facets of competence based on action regulation theories and discuss resulting implications for the investigation of competence. To date there are various approaches in dealing with emotional and motivational facets in modeling and measuring competences, which will be briefly outlined. An integrated approach will be considered for its implications for test designs. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/1