BWP 5/2011 (BWP-Heft)

Assessing competence and progress

BWP 5/2011

The range of methods used to ascertain performance in the vocational training field has become more diversified in the wake of a greater orientation towards learning outcomes and the 'upgrading' of qualifications that are acquired not only in the formal education system. An overview of this is provided in the latest issue of BWP. This development revolves primarily around the two questions: How can vocational skills and competences be made visible and documented using competence assessment methods, certificates and examinations, and how can access within and to the education system and employment system be opened up?

In his editorial in this issue of BWP, BIBB's president Professor Dr Friedrich Hubert Esser calls for bringing to a successful conclusion the development of a German qualifications framework which will give the education system prospects for reform at both national and international level. He urges all stakeholders to reach agreement on the remaining points of contention.

Also in this issue, the cornerstones of the reform of Luxembourg's vocational training system are outlined under the heading "Courage or audacity?"

  Vocational training in numbers

  Special focus: Assessing competence and progress  

  • Peter Dehnbostel, Sabine Seidel
    Assessing competence and progress in vocational education

  • Barbara Lorig, Miriam Mpangara, Gunda Görmar
    Competence-based examinations ‒ which aspects are fundamental?
  • Annette Gönnenwein, Alexander Nitzschke, Annalisa Schnitzler
    Ascertainment of specialised skills and competences in the industrial vocational training field as illustrated by the training occupation Mechatronics Fitter
    Development of psychometric tests

  • Hans-Joachim Müller, Christiane Reuter
    Development of process-oriented examination tasks

  • Torsten Grantz, Sven Schulte
    Assessing the learning success of participants in work-process-based continuing education in the building trade
    Evaluation approach and findings of the project "Vila-b"

  • Marisa Kaufhold, Volker Homburg
    The LERNSTÜCK© method
    Certification of competencies acquired in the work process
  • Ines Wilkens, Gabriele Eilert-Ebke, Artur Steinberg
    Evaluation of competence development in advanced foreign languages training at the firm Henkel AG
  • Sandra Bohlinger
    The assessment of learning in Canadian vocational education
  • Sonja Splittstößer
    Ascertaining learning outcomes for the purpose of recognising and crediting them in the education system
    Methods used in Switzerland and Norway
  • Daniel Schreiber, Robin Weber-Höller
    Forms of evidence for admission to the German Externenprüfung
  • Maja Richter, Jürgen Laubersheimer
    Improving progression between vocational training preparation and dual-system initial vocational training
    Competence assessment in the DECVET project at Deutsche Bahn AG
  • Wolfgang Müskens, Anja Eilers-Schoof
    On course for the open university
    Further development of procedures for the standardised and the personalised awarding of academic course credit for vocational competences