Conference Paper

Introducing an Artifact for the Assessment of Transversal Professional Competences

January 2020

DOI:10.24251/HICSS.2020.605

Conference: Hawaii International Conference on System Sciences

Authors:

Florian Fahrenbach

Vienna University of Economics and Business

Alexander Kaiser

Vienna University of Economics and Business

Andreas Schnider

University of Education Vienna

ResearchGate has not been able to resolve any citations for this publication.

ResearchGate has not been able to resolve any references for this publication.

Chapter

Technologies to "bridge the gap" among learning contexts in vocational training

January 2013

The dual-track system characterising Swiss Vocational Education and Training (VET) is based on the alternation of three learning locations: the school, the training company and intercompany courses organised by occupational organisations. In this way, apprentices gain experiences in different contexts, which then have to be connected in a unique knowledge corpus in order to develop real ... [Show full abstract] professional competences. However, the different decision-making bodies involved in VET perceive a gap in the learning among the different contexts, for example consistency of work procedures. The two studies presented here focus on mobile technologies and Web 2.0-supported collaborative writing as examples of the use of technology in professional education to bridge this gap. The results emerged in terms of ease of use, perceived usefulness of the artefacts and in terms of pedagogical added value of the instructional design. The findings confirm that the underlying pedagogical model is valuable and further research is warranted.

Integrating e-Portfolio System into the Pharmacy Curriculum: Formative Assessment of Pharmacy Profes...

November 2012 · Research in Social and Administrative Pharmacy

Introduction: Outcome-based education has been one of the most explored topics in higher education recently. There are many challenges in pursuing for accountability in adequately prepare quality graduates by organizing everything around including identify essential professional competency, designing curriculum, preparing learning environment, utilizing various pedagogy, and also designing ... [Show full abstract] formative assessment of learning to ensure the summative output of competency. Formative assessment plays the important role to let student know their progress and identify their target competency for improvement, as well as, to feedback to teachers about their students’ progress. In addition, it also provides information for encouraging discussion about target developing area in the curriculum. Aims of the Workshop: The purpose of this workshop is to demonstrate the early stages of implementing an eportfolio system into pharmacy curriculum for formative assessment of pharmacy profession competency at Faculty of Pharmaceutical Sciences, Chulalongkorn University. As a requirement, students need to develop an e-portfolio to display significant learning experience, knowledge and to demonstrate progress toward achieving learning outcomes. The student e-portfolio includes a variety of digital artefacts such as projects, term papers, or case studies. This allows faculty to post comments on student work. Students can then review their work and decide whether to include it in their e-portfolios. The formative assessment form in the eportfolio system was developed to facilitate the assessment of student’s competency. The workshop will encourage discussion about barriers, enabling factors, and also purpose the key elements for further considerations in order to integrate e-portfolio system into pharmacy curriculum for professional development. Learning Objectives: 1. To explain how portfolio can be used for formative assessment 2. To describe e-portfolio systems and essential features 3. To give some case studies of integrating e-portfolio system into pharmacy curriculum and how to do formative assessment of professional competency 4. To discuss the barriers and enabling factors to integrating e-Portfolio system into pharmacy curriculum 5. To propose key elements for further considerations in order to integrate e-portfolio system into pharmacy curriculum for pharmacy profession development Description of Workshop Activities: 1. Introduction: concept of e-portfolio and how to use e-portfolio for formative assessment 2. Demonstration: e-portfolio system at Faculty of Pharmaceutical Sciences, Chulalongkorn University 3. Discussion: barriers and enabling factors to integrating e-Portfolio system into pharmacy curriculum 4. Recommendation: key elements for further considerations in order to integrate e-portfolio system into pharmacy curriculum for pharmacy profession development.

Changes in standard of candidates taking the MRCP(UK) Part 1 examination, 1985 to 2002: Analysis of...

February 2005 · BMC Medicine

The maintenance of standards is a problem for postgraduate medical examinations, particularly if they use norm-referencing as the sole method of standard setting. In each of its diets, the MRCP(UK) Part 1 Examination includes a number of marker questions, which are unchanged from their use in a previous diet. This paper describes two complementary studies of marker questions for 52 diets of the ... [Show full abstract] MRCP(UK) Part 1 Examination over the years 1985 to 2001 to assess whether standards have changed. Study 1, which used routinely collected information on the performance of 4405 marker items, used a statistical method to assess changes in performance across diets. Study 2 compared performances of individual candidates on 28 individual marker items that were shared by the 1996/2 and 2001/3 diets. Study 1 found evidence that candidate performance on the MRCP(UK) Part 1 Examination showed a gradual improvement over the period 1985 to 1997, which was followed by a sharp decline in performance until 2001. The 'dog-leg' in performance at 1997/3 was not an artefact of changed Examination Regulations, mix of UK and overseas candidates, or time from qualification until taking the Examination. Study 2 confirmed that performance in 2001/3 was significantly worse than in 1996/3, that the poorer performance was found in graduates of UK medical schools, and that candidates passing the Examination in 2001/3 performed less well than those passing in 1996/2. There has been a decline in the performance of graduates from UK medical schools taking the MRCP(UK) Part 1 examination. The reasons for this are not clear, but the finding has implications for medical education, and further studies are needed of performance in other postgraduate and undergraduate examinations. The use of norm-referencing as the sole method for setting the pass mark over this period meant that candidates passing the MRCP(UK) examination also had a lower standard. The MRCP(UK) Part 1 and Part 2 examinations now have their standard set by criterion-referencing.

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Introducing an Artifact for the Assessment of Transversal Professional Competences

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