Instituting a competency-based training design and evaluation system

2003 ◽  
Vol 42 (5) ◽  
pp. 28-33 ◽  
Author(s):  
Daniel J. Kealey ◽  
David R. Protheroe ◽  
Doug Macdonald ◽  
Thomas Vulpe
Keyword(s):  
Evaluation System ◽  
Training Design ◽  
Competency Based

scholarly journals Pengembangan Model Diklat Interaksi dan Komunikasi Anak dengan Autisme

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Trisno Ikhwanudin
Keyword(s):  
Communication Skills ◽  
Evaluation System ◽  
Children With Autism ◽  
Training Model ◽  
Training Data ◽  
Teacher Competence ◽  
Training Design ◽  
Design And Implementation ◽  
D Model ◽  
Previous Training

This research is motivated by the need for the design and implementation of training model for the development of interaction and communication of children with autism that is effective according to the needs of the institution and the field. The formulation of the problem is "what kind of training model that suits the needs of teacher competence improvement in developing interaction and communication skills of children with autism disorder?". This research uses Research and Development (R & D) model of Dugan Laird model. This research uses purposive sampling which involves all respondents of alumni of related training. Data were analyzed using t-test and qualitative analysis. The conclusions are: (1) based on the result of the test on the data of the alumni of training perception on his own competence and the implementation of the training result in their schools, the result of the test shows that the autistic training conducted in Bandung is more effective than the previous two training, Medan and Semarang training. (2) The resulting training design model is assumed to be more effective than the previous training design because it has the clarity of the program structure and its evaluation system.

scholarly journals Strategi Peningkatan Kompetensi Guru SMK Dalam Konteks Pemenuhan Standar Industri

2018 ◽  
Vol 4 (1) ◽  
pp. 19-28
Author(s):  
Enci Zarkasih
Keyword(s):  
Evaluation System ◽  
Team Building ◽  
Education Institution ◽  
Positive Thinking ◽  
Soft Skill ◽  
Teacher Competency ◽  
Industry Standard ◽  
Financial Perspective ◽  
Competency Based ◽  
System F

THE STRATEGY OF SMK TEACHER COMPETENCY IMPROVEMENT IN THE CONTEXT OF INDUSTRIAL STANDARDS FULFILLMENT. The aim of this research are: to find out the strategic effort in increasing SMK teacher’s competency of SMK, in order to produce SMK graduated base on Industry Standard. We used three theory; 1) Hard and soft skill theory; 2) SMK Teacher`s Competency; 3) Strategic Planning, management and thinking; Qualitative descriptive is more compatible we are used in this research, to explore some information, especially some hidden information; The result of this research are: honesty, attitude, leadership, positive thinking, hard worker, team building, etc.; 2) The teacher`s competency are needed to produce SMK graduated while high competency, included: a) Competency to accomodir what the industry are needed; b) How to translate it to curriculum, syllabus and RPP; How to redesign education`s system base on industry`s system, in order to produce SMK graduated based on industry; 3) There are some strategic to increase SMK teacher competency, included: a) Give more reward; b) Redesign effort in increasing teacher competency, base on financial perspective, customer perspective, internal organization perspective and growth perspective; c) Involved the teacher in discussing prose`s with all company in redesign curriculum and education process; d) Redesign environment that give the teacher`s opportunity to increase their competency; e) Redesign evaluation system; f) Redesign clear criteria for SMK teacher evaluation; g) Headmaster must to develop humanism leadership and give more attention to SMK to increase teacher attitude; h) Conducted discussion process with all teacher in the education institution to increase their competency based on industry needed.

scholarly journals EVALUATION OF PROFESSION-ORIENTED FOREIGN LANGUAGE COMPETENCY OF CADETS IN COMPETENCY-BASED APPROACH

2020 ◽  
pp. 37-42
Author(s):  
M. Yu. Koroleva
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Evaluation System ◽  
Educational Process ◽  
Evaluation Procedure ◽  
General Description ◽  
Outcome Monitoring ◽  
Language Competency ◽  
Competency Based ◽  
Competency Evaluation

The article addresses the problem of evaluating the profession-oriented foreign language competency of cadets of a military educational establishment of higher education on the basis of the competency-based approach. The quality of education given to military specialists is an important task for any military educational organization of higher education and its chairs. To ensure a high level of training, it is necessary to organize the educational process and the competency evaluation in such a way as to create the necessary conditions for the formation of competencies required by the educational program, and also for the development of cadets' personalities. The article considers the evaluation system for the profession-oriented foreign language competency of cadets in the competency-based approach. A general description of the competency evaluation procedure is given. The proposed recommendations for making evaluation rely on the European experience in education and evaluation according to the competency-based approach. The article specifies twelve types of assignments for evaluation, which are divided into four groups, and gives a practical example of their use in the learning outcome monitoring and the midterm attestation for the foreign language discipline in a higher naval school. It is highlighted that using various types and methods of evaluation is important, and the continuous and differentiated character of such evaluation can provide feedback and ensure the implementation of the competency-based approach in foreign language learning.

scholarly journals Successful Implementation of a Direct Observation Program in an Ambulatory Block Rotation

2017 ◽  
Vol 9 (1) ◽  
pp. 113-117 ◽  
Author(s):  
Jeremy Smith ◽  
Elizabeth Jacobs ◽  
Zhanhai Li ◽  
Bennett Vogelman ◽  
Yingqi Zhao ◽  
...  
Keyword(s):  
Direct Observation ◽  
Evaluation System ◽  
Clinical Skills ◽  
Faculty Attitudes ◽  
Successful Implementation ◽  
Block Rotation ◽  
Competency Based ◽  
Formative Evaluations ◽  
The Impact ◽  
New System

ABSTRACT Background  Direct observation of clinical skills is a cornerstone of competency-based education and training. Ensuring direct observation in a consistent fashion has been a significant challenge for residency programs. Objective  The purpose of this study was to evaluate the effects of a novel evaluation system, designed to achieve ongoing direct observation of residents, examine changes in resident observation practices, and understand faculty attitudes toward direct observation and the evaluation system. Methods  Internal medicine residents on an ambulatory block rotation participated in a new evaluation system, which replaced a single end-of-rotation summative evaluation with 9 formative evaluations based on direct observation. Faculty received training in direct observation and use of the forms, and residents were given responsibility to collect 9 observations per rotation. Faculty members contacted residents at the beginning and middle of the rotation to ensure completion of the observations. Residents and faculty also completed postrotation surveys to gauge the impact of the new system. Results  A total of 507 patient encounters were directly observed, and 52 of 57 (91%) residents completed all 9 observations. Residents reported considerably more direct observation than prior to the intervention, and most reported changes to their clinical skills based on faculty feedback. Faculty reported improvements in their attitudes, increased their use of direct observation, and preferred the new system to the old one. Conclusions  A novel evaluation system replacing summative evaluations with multiple formative evaluations based on direct observation was successful in achieving high rates of observations, and improving faculty attitudes toward direct observation.

scholarly journals Evaluating the Students Assessment in Residency Program Based on Competency Based Approach

2019 ◽  
Author(s):  
F Keshmiri ◽  
Atefeh Sadat Heydari
Keyword(s):  
Residency Program ◽  
Educational Administration ◽  
Evaluation System ◽  
Student Assessment ◽  
Moderate Level ◽  
Assessment System ◽  
Cognitive Domain ◽  
Implementation Framework ◽  
The Status ◽  
Competency Based

Introduction: The present study aimed to evaluate an assessment system in residency program based on a competency-based approach. Methods: The establishment of the assessment as a quality improvement of clinical education has progressed since 1396 in Shahid Sadoughi University of Medical Sciences.  In this study, the evaluation the assessment system was carried out in 6 steps including the formulation of an evaluation plan, the design of tools, information gathering and data analysis, reporting and feedback. The evaluation was conducted through site visite by using a checklist, reviewing the documentation and interviewing the educational managers. Data were analyzed using descriptive tests. Result: The student assessment system was evaluated in 16 residenty departments. The status of the establishment of a student assessment system in the "objectives", "structure and organization" axes, is desirable, and in "design and implementation framework" and "quality assurance" is in moderate level. In all of the departments were devlepoded assessment bluprinet to determine the capabilities and tools appropriate for assessing them. The results indicated 83% of the capabilities on average were measured in departments. The most diversity in the assessment of learners' abilities was reported in the written tests (cognitive domain) using three tests (Multi-Choice Questions, Essay and Oral Exam. Also, the status of the formative tests was evaluated in "moderate" level. Conclusion:   The results of the evaluation show that although key steps have been taken towards implementing the student evaluation system in the residency departments. But, for the establishment of the system need to plan base on the competency-based assessment at the departments and educational administration levels.

scholarly journals BASIC PRINCIPLES AND EVALUATION SYSTEM OF STUDENT ACHIEVEMENTS IN THE IMPLEMENTATION OF THE COMPETENCY-BASED APPROACH IN THE EDUCATIONAL PROCESS

2021 ◽  
pp. 121-126
Author(s):  
Е. О. Kindrativ
Keyword(s):  
Evaluation System ◽  
Educational Process ◽  
Basic Principles ◽  
Student Achievements ◽  
Competency Based

Резюме. У статті викладено аналіз базових принципів і системи оцінювання знань студентів при реалізації компетентнісного підходу в освітньому процесі. Системі оцінювання знань належить важлива роль у забезпеченні високої якості освіти та формуванні конкурентоспроможних фахівців. Сучасна методика викладання залучає досвід інших країн і вимагає від викладача обізнаності з формами й методиками оцінювання, які не лише надають викладачеві інформацію про формальну відповідність певним вимогам до оволодіння дисципліною, але й діють як засоби навчання й розвитку студента. Впровадження адекватних методів оцінювання дозволить реалізовувати різноманітні інноваційні форми і методи навчання в освітній діяльності та сприятиме підвищенню якості навчання студентів. Якісний контроль рівня знань, умінь та навичок студентів повинен забезпечуватися дотриманням вимог, принципів та aлгopитмів нових форм оцінювання навчальних досягнень студента, що сприятиме підвищенню ефективності освітнього процесу. Застосування комплексного оцінювання навчальних досягнень у компетентнісному руслі сприятиме заохоченню студента до навчально-пізнавальної діяльності, підвищуватиме відповідальність студента за результати навчання, сприятиме реалізації принципу індивідуалізації навчання. Оцінювання навчальних досягнень студентів є актуальною проблемою і потребує не тільки подальших досліджень, удосконалення, осмислення, але й володіння науково-педагогічними працівниками відповідними компетентностями для його реалізації в освітньому процесі.

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