Philippe Astier ISPEF, University Lumière Lyon-2 Lucie Petit SEFA-CUEEP, University of Lille-1

1. Experiential learning assessment and competence development for a second career: the example of alternating training programmes for professional promotion Lyon 2 Philippe Astier ISPEF, University Lumière Lyon-2 Lucie Petit SEFA-CUEEP, University of Lille-1

2. issue at stake • How to assess competence? Three ways seem possible : • Competence is only attainable for an outside observation • The subject has a monopoly of access to his/her competence • Competence needs to be characterized Astier & Petit INAP - Torino 2009

3. THE THEORETICAL FRAMEWORK Activity theories • Leontiev (1979). Activity, Consciousness, and Personality. London: Prentice Hall • Vygotski (1937/ 1986). Thought and language. Cambridge: the MIT Press Vocational didactics • Pastré and Samurçay (2004). Recherches en didactique professionnelle. Toulouse: Octarès • Vergnaud (1996). Au fond de l’action, la conceptualisation. In J-M. Barbier (Eds.) Savoirs théoriques et savoirs d’action. Paris: PUF Astier & Petit INAP - Torino 2009

4. a tool for competence diagnosis • Designed for a school of civil service (ESEN) • Developed for a training programme based on alternation and intended for secondary cycle state school inspectors • Used for the trainees’ placement at the beginning of the training • 3 questions guided its design Astier & Petit INAP - Torino 2009

5. A TOOL FOR COMPETENCE DIAGNOSIS Alternation is: • A system borrowed from the model of apprenticeship • A succession of periods of practice in the workplace and periods of learning in the classroom • A fast track for • A professionally oriented education • A successful integration in the labour market • Widespread at every level of qualification Astier & Petit INAP - Torino 2009

6. A TOOL FOR COMPETENCE DIAGNOSIS Three steps to design the tool • Building a referent thanks to activity analysis • A choice of 7 significant professional situations of the state school inspector • An activity analysisin order to characterize the competences necessary to act in the 7 situations • Stable elements and dynamics of competence for each situation were highlighted Astier & Petit INAP - Torino 2009

7. A TOOL FOR COMPETENCE DIAGNOSIS • Building an initial diagnosis through experience analysis • Biographical analysis • Comparison between the record from the experience analysis and the referent • Summary of the comparison  initial diagnosis Astier & Petit INAP - Torino 2009

8. A TOOL FOR COMPETENCE DIAGNOSIS • Competence analysis as an assessment situation • An individual interview with an associate trainer • Contradiction and reassessment of the initial diagnosis • A diagnosis leads to an individual plan of professionalization : what kind of training does each trainee need? Astier & Petit INAP - Torino 2009

9. A TOOL FOR COMPETENCE DIAGNOSIS Key points • The relevance of establishing competence assessment on activity and experience must be understood by all the stakeholders (trainers, trainees and tutors) • Should the assessment consider gaps to be an official report of competence or should it be a zoneof development? • The articulation of identity dynamics and cognitive dynamics in this assessment process is an important issue Astier & Petit INAP - Torino 2009

10. thank you for your attention