Assessment of Competences Module 5

1. Assessment of CompetencesModule 5 Pilot Training Trainer: Dr.in Camilla Bensch

2. Assessment of Competences • Welcome • Introduction to the subject • Expectations about the module and overview of the module • First approach to the subject assessment of competences

3. Overview: contents of the module • Introduction: different assessment approaches • FIT (interest test) • Competence profile and cards • Grading professions • Vocational backpacks • Hamet • Melba • IDA – case • Several work sheets with diff. approaches • Hat cards, lifestyle cards,… (Doose) • Transformation to practice, implementation…

4. Institutionalized support Preferred orientation: handicap Orientation towards deficiencies Individual support Preferred orientation: individual person Seek for competences and strengths Paradigm shift perception cognition communication motor act. behavior

5. Institutionalized support Goal: reduction of negative behaviour Support is based on examinations, standardized tests, professional opinions The person often is only partly involved in the planning process Individual support Goal: extension of life quality Support is based on cooperation of the person, family-members, friends, professionals… The person controls the planning process and the activities Paradigm shift

6. Positive competence orientated approach Important questions during the transition from school to work: • Which strengths and competences has the juvenile? • Which interests has he/she? • Which activities does he/she like to do during leisure time? • How is his/her lifestyle? • What dreams does he/she have for the future? • Which are the favorite school subjects? • Which experiences does he/she already have?

7. Overview of assessment approaches • Talks • Standardized and psychometric procedures • Observation of behaviour • Third party assessment

8. 1. Talks To get an overall impression of the personality, motivation, vocational desires and expectations. Material supports conversation with untalkative adolescents. Instruments and material: • Creative approaches (drawings, tree of strengths, …) • Pictured or playful material (Doose cards: hats/dreams/lifestyle/vocational, “grading” professions, competence- cards …) • Work sheets (9 things about me, competences-interests-appropriate professions,…)

9. 2. Standardized tasks and psychometric procedures Standardized situations with tasks to evaluate the workmanship and the work results. Instruments: A) Standardized tasks • hamet2 • IDA B) Psychometric procedures • Intelligence tests (Hawie, LPS, …): only allowed to be applied by psychologists • Vocational interest tests (FIT, AIST/allgem. Interessensstrukturtest) • Vocational aptitude assessment (MELBA) • Vocational aptitude tests for particular professional categories (technical understanding, bureau…)

10. 3. Observation of behaviour Observing the behavior to draw conclusions about the abilities • Observations during the appointment Instruments and methods: • Practical tasks (vocational backpacks, …) • Practical training and short term work experience (- will be dealt in module 7)

11. 4. Third party assessment Getting information by involvement of teachers, parents and supervisors during internships. Instruments and methods: • Talks • Questionnaires • Feed back sheets

12. FIT – Fotointeressentest(Photo Interest Test) non verbal standardized test of vocational interests Method:The juvenile sorts photos in 3 groups: • + interest • - disinterest • ~ undecided The results are recorded and subsequently interpreted. Material:131 photos of professions, manual, stencils for analysing the data. Goal:clarification of vocational interests.

13. FIT – Fotointeressentest(Photo Interest Test) non verbal standardized test of vocational interests Dimensions of interests (Holland): • R: realistic type • I: investigative type • A: artistic type • S: social type • E: enterprising type • C: conventional type

14. FIT – Fotointeressentest(Photo Interest Test) non verbal standardized test of vocational interests Vocational fields (Egloff): • Outdoor activities, relating to nature,plants, animals • Dealing with food,cultivating hospitality • Crafts, embellishment, decorating, being creative • Manual work, construction, furnishing, mounting • Hands-on practicewith vehicles • Planning, calculation, design, analysis • Shopping, selling, administration, traffic, security • Working with language, information, entertainment • Dealing with people, instructing, fostering, coaching

15. 1. Outdoor activities, relating to nature, plants, animals

16. 2. Dealing with food, cultivating hospitality

17. 3. Crafts, embellishment, decorating, being creative

18. 4. Manual work, construction, furnishing, mounting

19. 5. Hands-on practice with vehicles

20. 6. Planning, calculation, design, analysis

21. 7. Shopping, selling, administration, traffic, security

22. 8. Working with language, information, entertainment

23. 9. Dealing with people, instructing, fostering, coaching

24. Competence – profile and competence cardsnon standardized, self-provided method Method: Discussion of competences based on cards with pictures, and filling in a form by self attribution and attribution by the counselor. Material: 29 cards with terms of competences and images on one side and explanatory notes and examples on the backside. Goal: the counselor gets to know the juvenile and his/her competences better, he/she gets familiar with terms of competences to be able to use them in job interviews, he/she trains self attribution and can compare it with the attribution by others.

25. Competence – profile and competence cardsnon standardized, self-provided method

26. „Grading“ professionsnon standardized, self-provided method Method:The juvenile looks at the pictures of the Occupational Image Folder and grades the professions afterwards.According to his/her interest he/she grades the professions with 1 (=very good) to 5 (=does not interest me at all). Material: Folder with pictures and important information about professions on the back side. List of these professions with column for the grades, the juvenile gives. Goal: The juvenile gets an overview of possible professions and gets informed. The counselor gets to know the vocational interests of the juvenile.

27. Vocational backpacksnon standardized, practical assessment method Method: The juveniles pick out one of the backpacks with their preferred profession and try out their competences with practical tasks. Presentation of their results afterwards. Material: backpacks or boxes with material for different professions (plumber, hair dresser, baker,…) and written instructions for practical tasks Goal: first practical assessment of vocational skills and interests

28. Vocational backpacksnon standardized, practical assessment method cook hairdresser florist electrician

29. Hamethandlungsorientierte Module zur Erfassung u. Förderung beruflicher Kompetenzen (practical modules for assessment and development of vocational competencies)standardized, practical assessment method Method: diagnostic procedure developed for juveniles with special educational needs. Fulfills test performance criteria. Tasks are based on vocational conditions of industry, trade, service and office sectors. 4 Modules with subtests. Modules can be performed separately or together. Material:. Test case, manual, test-material, tools, analyses- sheets, CD-Rom. Goal: practical assessment procedure to examine and support career orientated abilities.

30. Hamet Module 1standardized, practical assessment method Practical assessment procedure to examineand support career orientated abilitiesin a workshop. Evaluation by means of counting the mistakes of all sub tests. Quality of work, speed of work and work behavior are examined. 26 sub tests. Professional Tools and work materials are needed. Duration: A full working day is required

31. Hamet Module 1: factor Astandardized, practical assessment method

32. Hamet Module 1: factor Bstandardized, practical assessment method

33. Hamet Module 1: factor Cstandardized, practical assessment method

34. Hamet Module 1: factor Dstandardized, practical assessment method

35. Hamet Module 1: factor Estandardized, practical assessment method

36. Hamet Module 1: factor Fstandardized, practical assessment method

37. Hamet Module 2: learning aptitudestandardized, practical assessment method • Assessment of progress in learning • A task of module 1 is chosen by the proband and the instructor. • Differential diagnosis: finding of reasons for mistakes during modul1 • Training of the task • Testrepetition • Presentation of results Duration: depends on task – like module 1

38. Hamet Module 3: social skillsstandardized, practical assessment method The requirement profile of social skills is based on a survey among companies. Features: • teamwork – cooperation with colleagues • cooperation with supervisors • contact with clients • capacity to accept critic • rules of communication • outward appearance • value system • social reliability • casual contacts Some features are directly observed during the situations others are tested with diagnostic situations in groups. A social skills profile and recommendations for further training are made. Duration: ~ 4 hours

39. Hamet Module 4: cross linked reasoningstandardized, practical assessment method • Ability to think in context • Fault diagnostics and problem recognition • Consideration of multiple components and their interdependence in order to find an optimal solution • Regarding attention for work flow, error recognition and quick subsequent responsiveness Duration: ~ 45 minutes

40. MELBAMerkmalprofile zur Eingliederung Leistungs-gewandelter und Behinderter in Arbeit (=attribute profile for vocational integration of handicapped persons)Standardized vocational proficiency checklist Method: 29 vocational attributes of a specific person are estimated on a scale of 5 and documented on profile sheets. The same 29 vocational attributes which are required by a specific professional activity are evaluated on a a scale of 5 and also documented on a profile sheet. Each attribute is defined, so that a standardized description of the attributes is ensured. Profile comparison by putting them on top of each other. Material: • Requirement profile sheets with 29 attributes • Ability profile sheetswith 29 attributes • Manual with attribute definitions and instructions for implementation and data-interpretation Goal:documentation and comparison of abilities of a person on the one hand and the requirements of an activity on the other hand for an ability-adequate positioning.

41. IDAInstrumentariumzur Diagnostik von Arbeits-fähigkeiten (=instrument for diagnosis of vocational skills)standardized, practical assessment method Method: diagnostic instrument for vocational competencies, compatible with MELBA. 14 standardized vocational tasks. The tasks can be composed individually. Material: IDA – case with • tasks: material for paper and pencil tests and manual tasks • Timer, tools, pencils, wire, … • Documentation sheets • Manual and instructions for data-interpretation Goal: assessment of • cognitive abilities • Quality of workmanship • Psychomotorical abilities • Abilities of reading/writing/communication

42. Doose cardsnon standardized pictured, playful material 4 card sets: Dreamcards, Life style, hat cards, vocational cards Method: Sorting the cards and putting them to different piles: things, I always wanted to do/ things which do not interest me/ things I could try sometime Playing with the cards like a board game Material: dreamcards: 144 cards with drawings showing different activities Lifestyle cards: 58 cards with drawings showing different aspects of everyday life Hat cards: 108 cards with drawings showing different roles Vocational cards: 144 cards with drawings showing different vocational topics Goal: starting a conversation, getting to know the adolescent, getting information about the person, his/her desires, dreams, interests and life style

43. Doose cardsnon standardized pictured, playful material

46. real-life skills academic physical social others (characteristics,...) attitude to work

47. Tree of strengthsnon- standardized, self provided method, creative approach Method: creative method, individual work. Juvenile draws a tree with roots, trunk and branches. Material: • paper • Drawing materials: pens, crayons, painting colures, … Goal:communication about the strengths of the juvenile, information about his/her self assessment, stimulation of imagination and vision of a positive future

48. Tree of strengthsnon- standardized, self provided method, creative approach • Branches: future vocational possibilities based on my individual competencies • Trunk: competencies I want to develop • Roots: my individual competencies

49. Transformation to practice: Case “Joseph” Age: 16 years School education: secondary school, repetition of one class, grades of special school in mathematics, german and english, favorite subjects: handicrafts and geography Strengths:politeness, reliability, social competences Hobbies: play computer games, go out with friends Handicap: learning and physically challenged by a walking disability after an accident Dream job: car mechanic Plan a Clearing process: Which methods of assessment of competences would you apply to find out which profession would fit for Joseph? Imagine the results? What could be a possible clearing recommendation? How would you communicate the results to Joseph and his parents?

50. Transformation to practice: implementation of methods in the countries • Implementation of new methods: Which methods should be adopted? What could be useful? - Why? What is necessary for the implementation? • Feed back round