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Rainer Bremer Andreas Saniter

Rainer Bremer Andreas Saniter. PIMSS — Approaches towards a Qualitative Ranked Measuring of Competencies in LSA. Agenda. LSA Main Ideas Consequences PIMSS Methodology Chosen Results. LSA – Main Ideas. Curriculum Based Items Validation by experts Fairness Validity .

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Rainer Bremer Andreas Saniter

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  1. Rainer BremerAndreas Saniter PIMSS— Approaches towards a Qualitative Ranked Measuring of Competencies in LSA

  2. Agenda • LSA • Main Ideas • Consequences • PIMSS • Methodology • Chosen Results

  3. LSA – Main Ideas • Curriculum Based Items • Validation by experts • Fairness • Validity

  4. LSA - Consequences • One single learning pathway • Levels defined by items • No analysis of wrong answers • No development theory

  5. Ordinarily the rating of a multiple choice test applies two categories: 1 choice is »right«, 3 (o. 4) »wrong«. Discrimination simply between »right« or »wrong«. • We discriminate in a triple way: • »okay« ─ »all day theory« ─ »absurd« Wrong Triedoperation No operation

  6. Starting Point • We don’t focus on the amount or quantity of the acquired knowledge of the school leavers (age around 16), but on the ability to operate with their knowledge on unknown tasks and problems. • This should meet the specific demands of VET: Any vocational training needs in the beginning a kind of a precondition to be fulfilled. We call this the operationality of knowledge. • To test this we have developed 24 tasks. • The test was performed at 4 Bremen vocational schools with 2.251 probands. Included were all students who changed into the 1st class of a vocational track.

  7. Example of a task

  8. Summary • All the knowledge needed belongs to the lower level of school‘s subjects (i. e. percentage operations) • The leading question of our research we can answer this way: Wherever we find something like a literacy we found the hierarchies of the selective school system as well. • Knowledge seems to be bound to school’s purposes and is not yet available for operations in different contexts. • Hypothesis: the gap between the general curricula and the individually elaborated competencies at the end of general education will be closed by vocational learning – VET will be the repair shop of general education (cf. Barbara Stalder).

  9. Conclusions • The theory of VET needs a different methodology of measuring. It will be not a question to fix a point of the competence development, but to understand its course. • To understand competence development especially in its typical courses, problems und deficits will lead to those misconceptions, which hinder the apprentices to perform well. • To know such misconceptions and to understand their role in competence development will strongly help to improve teaching and training in VET.

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