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VINTAGE
Framework
of
the
assessment
of
Key
Competences
Language
versions:
English
Italian
-
German
This
document
presents
the
final
Framework
of
Assessment
of
Key
Competences
developed
by
the
VINTAGE
project
partnership.
The
methodological
Framework
is
a
technical
document
and
is
released
in
three
languages:
English,
Italian
and
German.
VINTAGE
is
a
European
project
funded
by
the
European
Commission
within
the
Grundtvig
action
of
Lifelong
Learning
Programme.
VINTAGE
ONLINE
TOOL
FOR
SELF
EVALUATION
OF
KEY
COMPETENCES
IN
ADULT
AGE
Project
Number:
527349-LLP-1-2012-1-IT-GRUNDTVIG-GMP
Agreement
Number:
2012-4192/001-001
Web
site
http://vintage.euproject.org
The
VINTAGE
Consortium
is
composed
by
seven
European
organizations:
Learning
Community
(Coordinator)
Italy
Wisamar
Germany
Dieberater
Austria
STPKC
Sweden
Meath
Partnership
Ireland
PLATO
The
Netherlands
Formazione
80
-
Italy
VINTAGE
consortium,
2014
This
project
has
been
funded
with
support
from
the
European
Commission.
This
publication
reflects
the
views
only
of
the
author,
and
the
Commission
cannot
be
held
responsible
for
any
use
which
may
be
made
of
the
information
contained
therein.
CONTENT
ENGLISH
VERSION
...........................................................................................................................
4
About
this
document
.......................................................................................................................
5
Framework
of
Assessment
of
Key
Competences
..............................................................................
6
Framework
overview
........................................................................................................................................................
6
The
assessment
of
the
key
competences
...............................................................................................................
10
Levels
of
Mastery
of
competence
performance
..................................................................................................
12
Assessment
items
.............................................................................................................................................................
16
Self-assessment
process
................................................................................................................................................
19
Introduction
to
the
assessment
tool
...........................................................................................................................
19
Choice
of
Level
of
Mastery
..............................................................................................................................................
21
Choice
of
Domain
&
assessment
items
......................................................................................................................
23
The
Competence
profile
.................................................................................................................
27
References
....................................................................................................................................
31
ITALIAN
VERSION
..........................................................................................................................
35
Premessa
.......................................................................................................................................
36
Il
Framework
di
autovalutazione
delle
Competenze
chiave
............................................................
37
Panoramica
.........................................................................................................................................................................
37
La
valutazione
delle
Competenze
Chiave
...............................................................................................................
41
I
livelli
di
padronanza
della
competenza
...............................................................................................................
44
Quesiti
di
valutazione
.....................................................................................................................................................
47
Il
processo
di
autovalutazione
....................................................................................................................................
51
Introduzione
allo
strumento
di
valutazione
..........................................................................................................
52
Scelta
del
livello
di
padronanza
...................................................................................................................................
54
Scelta
dellarea
di
competenza
e
presentazione
degli
item
di
valutazione
..............................................
56
Il
profilo
di
competenza
...................................................................................................................................................
61
Riferimenti
bibliografici
.................................................................................................................
64
GERMAN
VERSION
........................................................................................................................
68
ber
dieses
Dokument
..................................................................................................................
69
Rahmenplan
zur
Feststellung
der
Schlsselkompetenzen
..............................................................
70
berblick
des
Rahmenplans
........................................................................................................................................
70
Die
Feststellung
der
Schlsselkompetenzen
........................................................................................................
74
Grad
der
Beherrschung
in
Bezug
auf
die
Leistungserbringung
in
einer
Kompetenz
.........................
77
Gegenstnde
der
Feststellung
.....................................................................................................................................
81
Prozess
der
Selbsteinschtzung
.................................................................................................................................
85
Einfhrung
in
das
Feststellungstool
..........................................................................................................................
85
Wahl
des
Grades
der
Beherrschung
...........................................................................................................................
87
Wahl
der
Bereiche
und
Feststellungsgegenstnde
..............................................................................................
90
DAS
KOMPETENZPROFIL
................................................................................................................
94
Referenzen
....................................................................................................................................
98
ENGLISH
VERSION
the
results
of
the
State
of
the
Art
Research
Report
presenting
collected
findings
from
all
Vintage
project
partners
about
examples
and
literature
concerning
Key
Competence
definitions,
(self-)
assessment
methods
and
tools
throughout
the
participating
countries,
which
have
been
analysed
by
WP
2
leader
Jaap
van
Lakerveld,
Joost
de
Zoete
and
Ingrid
Gussen
(PLATO).
The
following
proposal
therefore
is
well
founded
in
the
analysis
of
literature,
other
projects
and
practice
examples
in
the
field
of
defining
Key
Competence
definitions,
assessment
methods
and
tools
including
Levels
of
Mastery,
assessment
items
such
as,
for
example,
indicators,
checklists
and
questionnaires;
the
highlights
and
remarks
gained
through
seven
parallel
focus
group
sessions,
in
the
six
partner
Countries,
involving
roughly
hundred
experts
and
practitioners
at
European
level;
the
evidences
of
the
internal
piloting
of
the
online
tool
experienced
by
the
Vintage
partners.
The
Framework
presents,
on
this
well
found
basis,
an
innovative
and
in
some
features
new
approach
to
the
self-assessment
of
Key
Competences
in
adult
education
pathways
and
Lifelong
learning.
It
includes
the
envisaged
structure,
set
up
and
content
for
the
potential
Vintage
platform
user
as
well
as
background
information
on
the
used
methodology,
ideas,
and
references
referred
to.
The
document
starts
with
an
overview
of
the
Framework,
presenting
therefore
with
examples
the
actual
VINTAGE
self-assessment
procedure,
with
the
detailed
items
and
feedbacks
in
annex.
The
user,
in
a
first
step,
is
asked
to
choose,
to
start
the
self-assessment,
one
of
key
competence
performance
with,
from
the
list
of
8
key
competences
of
Lifelong
Learning
named
by
the
European
Commission:
1. Communication
in
mother
tongue.
2. Communication
in
foreign
language.
3. Mathematical
competence
and
basic
competence
in
science
and
technology.
4. Digital
competence.
5. Learning
to
learn.
6. Social
and
civic
competence.
7. Sense
of
initiative
and
entrepreneurship.
8. Cultural
awareness
and
expression.
An
easy
guide
offers
information
about
the
8
key
competences
of
Lifelong
learning
and
supports
the
users
choice.
An
additional
contextual
text
guidance
gives
support
and
information
throughout
the
whole
process.
Figure
2
-
Second
step
of
self
assessment
2
In
a
next
step
five
generic
situations
are
presented,
each
one
describing
a
situation
in
which
the
chosen
key
competence
is
performed
in
a
common
setting.
Each
of
the
five
situations
corresponding
to
the
following
five
levels
of
mastery:
1. Level
1
can
do
when
guided
(in
known
situations),
2. Level
2
can
do,
can
choose
(in
known
situations),
3. Level
3
can
combine,
can
design
(also
in
unknown
situations),
4. Level
4
can
improve,
can
extend,
5. Level
5
can
explain.
Throughout
the
EU
a
variety
of
different
approaches
on
defining
levels
of
mastery
exist
to
rate
learning
outcomes,
a
person`s
competences
and
abilities.
One
of
the
most
widely
known
may
be
the
EQF
-
European
Qualification
Framework
for
Lifelong
Learning
published
by
the
EU
in
2008
with
eight
levels
of
mastery,
while
national
implementations
of
this
Framework
and
other
approaches
in
the
field
of
evaluation
of
(key)
competences
refer
to
variety
of
different
levels
to
rank
competences
acquisition
[8].
Vintage
self-assessment
framework
decided
for
5
levels
of
mastery,
referring
to
common
settings
in
education,
lifelong
learning
approaches
and
competence
acquisition.
The
user
is
given
the
opportunity
to
choose
the
Mastery
level
he/she
feels
most
comfortable
with
when
starting
the
self-assessment
procedure
and
will
then
go
on
to
the
next
stage.
Figure
3
-
Third
step
of
self
assessment
Five
different
domains
of
the
chosen
key
competence
are
presented.
These
domains
are
well
grounded
in
Vintage
research
considering
projects
and
publications
throughout
European
countries,
subdividing
each
key
competence
in
a
catalogue
of
sub-competences
considered
to
be
homogeneous
parts,
forming
the
overall
picture
of
each
key
competence.
After
deciding
for
a
domain
the
user
is
presented
a
situation
in
which
the
key
competence
in
the
chosen
domain
is
performed.
Like
before
in
the
generic
situations,
these
are
meant
to
be
broad
enough
to
apply
to
many
common
experiences,
yet
specific
enough
to
identify
what
a
performance
in
a
certain
key
competence
and
domain
requires.
They
are
meant
to
refer
to
daily
life
settings,
supporting
the
user
in
his/her
reflective
abilities
to
relate
own
experiences
and
performances
to
the
described
situations.
Figure
4
-
Fourth
step
of
self
assessment
4
Vintage porkolio
An
interlinked
feature
of
the
online
tool
offers
the
opportunity
to
note
and
reflect
upon
own
experiences
and
collect
these
in
the
Vintage
portfolio
as
documentation
of
personal
key
competence
experiences
to
be
used
in
further
development
or
to
be
included
in
e.g.
the
European
Curriculum
Vitae
Europass
format.
The
Vintage
approach
is
focusing
on
the
personal
experiences
of
key
competence
performances
throughout
all
areas
of
life,
be
it
in
family,
educational,
professional
and
leisure
time
settings.
It
trusts
upon
the
ability
of
the
user
to
recall
situations
that
occurred
in
his/her
life
that
can
be
related
to
the
provided
situations
involving
described
tasks
and
required
indicated
skills,
knowledge
and
attitudes.
Amongst
others
this
stresses
the
importance
and
relevance
of
lifelong
learning,
be
it
in
formal,
non-formal
or
in-formal
settings.
The
performance
of
key
competences
is
not
exclusively
located
in
professional
or
job
related
settings.
After
deciding
for
a
key
competence,
a
level
of
mastery
and
a
domain
the
actual
self-
assessment
of
the
user
starts
with
self-evaluating
the
quality
of
recalled
performances
in
the
chosen
key
competence
and
domain.
Figure
5
-
Fifth
step
of
self
assessment
Competence
prole
The
same
procedure
must
be
repeated
for
each
domain
of
the
competence,
which
should
be
all
evaluated
to
obtain
a
complete
result.
The
output
of
the
self-assessment
process
of
each
competence
is
the
description
of
the
competence
profile,
resulting
from
the
combination
of
the
level
of
mastery
and
the
quality
rate
expressed
for
all
competence
clusters
10
Starting
from
these
findings
of
the
research
report
Vintage
project
is
aiming
for
a
holistic
approach
to
define
and
(self-)
assess
competences:
Additionally
to
the
common
competence
components
of
skills,
knowledge
and
attitudes
focusing
on
a
person`s
potential,
Vintage`s
competence
definition
and
assessment
takes
into
view
behavior,
context
and
quality
as
relevant
components
of
competences.
This
view
is
taking
into
account
the
shift
in
views
of
(Lifelong)
learning,
(Key)
Competences
and
their
acquisition
towards
learning
outcomes
and
the
performance
of
competences
(see
Vintage
revised
research
article
September
2013,
page
4-8).
Therefore
Vintage
assessment
framework
focuses
on
actual
behaviour
a
person
is
demonstrating
in
a
realistic
context,
or
rather
a
reconstruction
of
a
realistic
context
(due
to
the
preconditions
of
a
self-assessment
process
through
an
online
tool).
Therefore
the
approach
of
Vintage
project
is
to
assess
competences
as
process
of
identifying
the
performance
of
a
person
in
a
particular
situation
and
evaluating
the
quality
of
the
performance.
In
doing
so
Vintage
project
can
refer
to
a
few
examples
of
competence
assessment
in
which
competences
are
evaluated
in
accordance
with
the
ability
to
act
in
a
particular
context
and
social
situation
(see
the
Vintage
Research:
State
of
the
art
of
competences
and
assessment
in
Europe
p.
11;
13).
This
chosen
approach
towards
the
assessment
of
learning
outcomes
and
competences
is
as
well
supported
by
research
that
highlights
the
importance
of
the
performance
side
in
demonstrating
(Key)
Competence
within
the
field
of
education
and
Lifelong
learning.
The
Vintage
State
of
the
art
research
report
names
for
example
Heylen
F.
Dochy
findings
published
in
2002,
recommending
a
number
of
conditions
to
be
fulfilled
in
a
competence
oriented
assessment,
such
as:
1.
The
construction
of
knowledge
is
a
must,
not
reproduction,
2.
The
goal
of
the
assessment
is
basic
knowledge
as
well
as
applying
knowledge
and
skills,
3.
Authentic
or
lifelike
situations
should
be
used,
such
as
cases
or
problems
(Vintage
revised
research
article
September
2013,
p.
9).
The
Vintage
framework
of
assessment
is
tying
in
with
these
findings
and
approaches
and
is
aiming
for
an
innovative
approach
towards
the
assessment
of
performances
of
(Key)
Competences.
The
Vintage
assessment
set
up
and
process
assigns
an
active
role
to
the
user,
calling
on
the
users
responsibility
and
autonomy
in
an
evaluation
process
that
is
based
on
self-reflective
attitude
and
ability
of
the
adult
learner.
Engaging
the
user
in
such
an
active
and
responsible
11
way
additionally
improves
the
self-assessment
competences
and
aims
at
raising
motivation
of
the
adult
learner
and
supporting
the
idea
of
self-directness
of
Lifelong
learning.
This
approach
is
an
innovative
alternative
to
multiple
choice
questionnaires,
which
aim
their
questions
and
results
exclusively
on
knowledge
when
self-evaluating
competences.
The
user
of
Vintage
Self-assessment
tool
will
be
given
guidance
throughout
the
entire
process
of
self-evaluating
supporting
a
clear
understanding
of
outline
of
the
process,
steps
to
take
and
focus
to
keep
within
the
procedure.
12
evaluation
should
be
comprehensible
in
use
but
yet
detailed
enough
to
provide
the
potential
user
with
an
understandable
and
motivating
result.
With
the
focus
on
the
performance
of
competences
the
Vintage
assessment
of
the
8
Key
Competences
is
aiming
at
a
wider
approach
and
added
value
compared
to
existing
examples.
It
focuses
on
the
actual
performance
or
rather,
due
to
premises
of
a
self-assessment
online
tool,
on
reconstructions
of
a
person`s
performance
thereby
drawing
on
a
persons
past
experience
made
within
formal,
non-
and
informal
learning
environments.
As
for
the
dimensions
and
criteria
that
determine
the
Levels
of
Mastery
of
a
person`s
performance
of
Key
Competence
the
following
have
been
concerted
on
the
basis
of
results
of
the
research
findings.
The
performance
of
a
competence
is
determined
by
the
complexity
of
the
situation
in
which
the
performance
or
action
is
applied
as
well
as
by
its
quality.
The
following
variables
that
affect
the
level
of
complexity
have
been
identified
and
agreed
upon
within
Vintage
partnership
(they
how
no
ranking
nor
sequence):
Responsibility/ accountability
Taking
these
variables
as
basis
the
following
levels
of
complexity
indications
increasing
in
complexity
have
been
developed
for
the
Vintage
Levels
of
Mastery:
Context
13
responsible
Critical thinking
(reflects
upon
your
actions,
does
consider
alternatives,
turns
to
theory/experience/evidence)
2.
Creativity
Initiative
(sees
opportunities,
makes
the
first
move,
comes
up
with
ideas,
takes
up
new
tasks)
4.
Problem solving
(is
involved
in
solving
problems,
overcomes
the
obstacles,
acts
strategically,
finds
new
solutions)
5.
Risk assessment
(is
aware
of
risks
involved,
takes
risks,
is
estimating
the
risk
before
taking
actions)
6.
Decision making
14
(keeps
up
the
good
spirit,
overcomes
frustration
easily,
maintains
a
good
level
of
energy
and
motivation)
8.
(has
enough
background
and
expertise
to
deal
with
the
situation,
knows
when
to
make
use
of
this
expertise)
9.
Effectiveness
Impact
(makes
things
happen,
turns
activity
into
a
success,
makes
things
work)
The
Vintage
assessment
tool
set
up
therefore
evaluates
performances
of
the
8
key
competences
on
5
levels
of
mastery.
The
outline
of
five
degrees
with
increasing
level
of
contextualised
complexity
and
quality
offers
both,
a
differentiated
evaluation
of
performances
as
well
as
a
comprehensible
evaluation
profile
for
the
target
group
of
adult
learners
in
non-vocational
learning
pathways.
Yet
the
Final
framework
assumes
only
four
quality
dimensions.
The
first
piloting
indeed
highlighted
that
ten
qualities
could
have
required
too
much
effort
and
time
for
an
effective
fulfilment
of
the
self-evaluation
process.
So
the
initial
ten
dimensions
are
reduced
to
the
following
four,
that
actually
include
all
the
original
ones:
1. Reflectiveness:
the
reflective
attitude
is
a
combination
of
critical
thinking
and
problem
solving
attitude.
2. Autonomy:
autonomy
attitude
is
a
combination
of
Creativity
and
Initiative.
3. Self-management:
the
self-management
attitude
is
a
combination
of
risk
assessment,
decision
making,
constructive
management
of
feelings,
adequate
use
of
resources.
4. Effectiveness:
the
effectiveness
is
a
combination
of
effectiveness
and
impact.
15
Specific
control
questions
will
guide
the
user
to
assess,
for
each
listed
dimension,
the
quality
of
the
performance
in
a
given
situation,
ranking
the
performed
behaviour,
in
a
five
grades
scale
with
1
the
lowest
and
5
the
higher.
Assessment
items
Starting
from
the
European
Reference
Framework
of
Key
Competences
there
have
been
many
other
examples
of
sets
of
sub
competences
and
definitions
of
the
traditional
competence
components
skills,
knowledge
and
attitudes
in
literature
and
publications
throughout
European
countries
(for
an
overview
on
Literature
see
the
Vintage
State
of
the
Art
Research
Report).
From
this
Vintage
project
collected
a
broad
set
of
terms,
components
and
indicators
from
literature,
research
and
publications
in
European
countries
used
when
describing,
defining
and
discussing
(Key)
Competences.
This
overview
and
collection
from
respective
sources
was
done
for
the
traditional
common
components
skills,
knowledge,
attitudes
and
additionaly
also
for
the
performance
components,
namely
behavior,
context
and
quality.
Referring
to
this
a
catalogue
of
predominantly
terms,
components
and
indicators
have
been
elaborated
and
listed
for
each
of
the
8
EU
Key
Competences.
In
a
next
step
these
lists
have
been
compressed
to
clusters,
which
were
termed
in
accordance
to
the
specifics
of
each
domain
specific
and
transversal
Key
Competences.
As
result
an
eligible
set
of
items
has
been
elaborated
to
work
with
for
each
of
the
8
Key
Competences.
These
clusters,
covering
the
traditional
potential
as
well
as
performance
side
of
competence
components,
are
being
the
basis
for
defining
suitable
example
situations
for
users
to
relate
to,
which
form
the
assessment
items
within
the
Vintage
tool
assessment
process.
The
Vintage
online
tool
provides
the
possibility
to
self-assess
reconstructed
performances,
in
which
the
user
has
shown
his/her
competences
before
in
real
life
situations.
For
this,
relevant
contextualized
real
life
situations
are
verbally
reconstructed
and
described
within
a
short
text.
They
refer
to
the
researched
and
clustered
domains
of
the
Key
Competences
as
well
as
to
the
levels
of
contextualised
complexity
named
in
the
chapter
Levels
of
Mastery.
These
sets
of
situations
for
each
Key
Competence
aim
to
recall
and/or
invoke
real
life
incidents,
situations
or
experiences
on
the
user`s
side
where
he/she
might
already
has
16
shown
his/her
competences
and
in
a
further
step
offers
the
opportunity
for
the
user
to
self-
evaluate
in
which
quality
he/she
has
done
so.
A
minimum
of
25
different
situations/descriptions
in
total
are
given
for
each
Key
Competence:
5
descriptions
minimum
on
each
of
the
5
levels
of
increasing
complexity
in
accordance
to
the
5
Levels
of
Mastery
and
in
reference
to
the
sub-competence
clusters
chosen
to
be
relevant
for
each
Key
Competence.
This
approach
trusts
upon
the
ability
of
the
user
to
recall
on
real
life
situation
that
occurred
in
his/her
life
that
can
be
related
to
the
provided
situations
included
described
tasks,
performances
and
required
skills,
knowledge
and
attitudes.
Amongst
others
this
stresses
the
importance
and
relevance
of
lifelong
learning,
be
it
in
formal,
non-formal
or
in-formal
settings.
It
also
assigns
an
active
role
to
the
user,
calling
upon
and
improving
his/her
reflective
abilities
and
self-assessment
competences.
This
approach
is
an
innovative
alternative
to
multiple
choice
questionnaires
aiming
exclusively
on
knowledge
when
self-
evaluating
competences.
An
additional
feature
of
the
assessment
tool
gives
the
user
the
opportunity
to
make
notes
on
and
describe
already
experienced
situations
and
incidents
in
which
he/she
performed
this
particular
competence.
This
supports
the
adult
learner
in
a
reflective
process,
identifying
and
relating
ones
own
experience
with
the
example
situations
presented
within
the
assessment
process.
By
storing
these
notes
in
the
users
Vintage
portfolio
the
user
is
able
to
build
a
collection
of
evidence
on
performance
of
Key
Competences
while
doing
the
self-
assessment.
This
provides
extra
value
to
the
portfolio
and
thereby
supports
the
adult
learner
to
become
aware
of
own
experiences
already
made,
competences
already
acquired,
but
also
about
the
how
and
where
he/she
acquired
them.
In
sum
the
outline
and
development
of
the
Vintage
self-assessment
items
can
be
described
as
follows:
The
Framework
consists
in
the
description
of
the
8
Key
Competences,
with
a
set
of
descriptors
to
be
used
for
the
assessment
of
the
level
of
mastery
in
each
competences.
The
description
refer
to
various
documents,
for
example:
17
2010:
KC
basic
frame
(2004),
that
organizes
each
competence
in
the
3
dimensions
knowledge,
skill,
and
attitude,
defining
its
main
contents;
the documents realized by PLATO: the introductory document for the research, June
governments
(e.g.
the
work
by
the
European
Commissions
JRC
on
the
Digital
Competence).
Fig.
7
Clusterization
of
KC
The
description
of
each
of
the
8
Key
Competences
consists
in
developing
a
matrix
(or
a
map)
necessary
to
design
the
conceptual
framework
for
the
self-assessment.
Each
of
the
Key
Competences
can
be
defined
as
a
macro-competence
made
by
a
variable
number
of
competences,
describable
in
an
increasing
granularity
level.
Each
Key
Competence
can
be
discomposed
in
clusters
(or
areas),
indicators
(competences
related
to
each
area)
and
descriptors
(description
of
the
abilities,
tasks
and
activities
related
to
each
indicator),
to
define
all
the
dimensions
of
the
Key
Competences
itself;
what
we
are
going
to
evaluate
are
the
single
elements
of
the
competence,
which,
taken
together,
will
give
us
an
overall
picture
of
our
level
of
mastery
and
expertise.
18
The
figure
7
shows
a
representation
of
the
logical
process
of
the
analysis
of
a
Key
Competence
in
indicators
and
descriptors.
Taking
as
an
example
the
KC4
(Digital
Competence)
the
whole
process
can
be
described
as
follows:
A.
Identification
of
competence
clusters
(or
domains)
that
are
groups
of
competences.
The
identified
clusters
are:
Information,
communication,
content
creation,
safety
and
problem
solving.
B.
Finding
the
indicators
for
each
cluster,
that
means
to
identify
the
group
of
competences
related
to
each
cluster.
For
example,
in
the
cluster
content
creation
we
have
located
4
competences:
developing
content,
integrating
and
re-elaborating,
copyright
and
licenses,
and
programming.
C.
Description
of
the
abilities,
tasks
and
activities
related
to
each
indicator.
This
example
refers
to
the
matrix
elaborated
by
the
JRC
for
Digital
Competence,
DIGCOMP:
A
Framework
for
Developing
and
Understanding
Digital
Competence
in
Europe
(2013).
The
same
approach
is
applied
to
all
the
8
key
competences,
each
one
referring
to
a
related
official
document,
with
European
relevance.
Self-assessment
process
In
reference
to
the
described
Levels
of
Mastery
and
Quality
dimensions
as
well
as
the
described
assessment
items
the
Vintage
Self-assessment
process
consists
of
the
following
steps:
what
the
Vintage
online
tool
is
about
to
assess
(the
8
Key
Competences
of
Lifelong
learning
of
the
EU),
19
20
portfolio,
which
offers
many
additional
features.
To
learn
more
about
additional
features
of
the
assessment
tool
and
portfolio
continue
to
read
here.
The
VINTAGE
assessment
tool
consists
of
5
levels
of
mastery
of
the
8
key
competences
of
the
EU.
To
determine
at
which
level
of
mastery
you
wish
to
enter
this
tool,
take
the
following
steps.
1.
You
can
enter
the
VINTAGE
tool
here.
21
Unknown multiple situation for the further exploration of which one is responsible
The
choose
of
the
mastery
level
is
the
starting
point
of
the
self-assessment,
there
is
no
external
evaluator
or
system
that
assigns
grades
or
levels.
The
first
step
to
assess
the
owned
Key
Competences
is
made
by
the
user.
By
this
the
user
is
eventually
led
towards
the
level
of
competence
performance
most
suitable
to
start
the
self-assessment
of
the
Key
Competence.
After
choosing
one
Key
Competence
the
following
structure
with
guidance
occurs.
The
user
is
invited
to
read
the
five
situations
carefully
and
choose
the
one
that
s/he
recognizes
him/herself
in
or
that
would
relate
the
own
performance
in
this
particular
competence
to.
Example
for
Key
Competence
4
Digital
Competence
We
daily
deal
with
digital
technologies
by
watching
TV,
using
the
tickets
machine,
withdrawing
money
from
the
ATM
Automatic
Teller
Machine,
talking
by
phone,
searching
information
on
the
web,
etc.
1)
I
use
digital
communication
devices
and
technologies
(TV,
telephone,
tablet,
computer,
bancomat,
internet,
skype,
etc.),
if
necessary,
with
the
support
of
someone
more
experienced
than
me.
(can
do
when
guided)
2)
I
daily
use
the
basic
features
of
digital
communication
devices
and
technologies
for
pleasure,
for
domestic
tasks
or
for
my
job.
(can
do,
can
choose)
22
3)
I
daily
use
proficiently
digital
communication
devices
and
technologies,
for
pleasure,
for
domestic
tasks
or
for
my
job.
I
can
adapt
and
personalize
these
devices
according
to
my
preferences.
(can
combine,
can
design)
4)
I
daily
use
digital
communication
devices
and
technologies,
for
pleasure,
for
domestic
tasks
or
for
my
job.
I
can
adapt
and
personalize
these
devices
according
to
my
preferences.
I
can
solve
problems
and
face
challenges
by
myself,
manage
devices
and
software,
modify
and
upgrade
their
features.
(can
improve,
can
extend)
5)
I
can
give
support
to
other
people,
I
can
explain
how
to
use
digital
communication
devices
and
technologies,
how
to
customize
them,
how
to
solve
problems
and
face
challenges,
managing
devices
and
software,
modify
and
upgrade
their
features.
(can
explain).
This
introductory
pre-evaluating
process
shall
guide
the
user
from
a
first
step
of
self-relating
ones
competences
to
a
certain
degree
of
mastery,
towards
an
advanced
level
of
self-
evaluation
which
is
calling
for
a
higher
and
more
complex
self-reflecting
process
when
relating
ones
own
experiences
to
the
given
examples
in
the
self-assessment
or
when
projecting
ones
thoughts
to
the
situations
given
in
the
following
assessment
procedure.
Following
this
procedure
supports
activation
of
evocative
memory
and
a
process
of
identification
with
examples
of
situations
of
competence
performances.
After
placing
oneself
at
a
level
of
mastery
the
user
will
then
enter
the
assessment
procedure
and
will
start
self-assessing
his/her
performance
in
relation
to
the
chosen
level
of
mastery
in
a
chosen,
particular
Key
competence.
23
order
to
better
recall
his/her
performance
in
a
similar
situation.
This
is
again
to
foster
his/her
ability
to
self-evaluate
Key
Competence
performances.
The
user
can
start
the
self-assessment
with
any
domain
s/he
likes,
continuing
through
all
clusters
in
the
same
way.
An
additional
feature
of
the
assessment
tool
gives
the
user
the
opportunity
to
make
notes
on
and
describe
already
experienced
situations
and
incidents
in
which
he/she
performed
this
particular
competence.
This
again
is
meant
to
support
the
adult
learner
in
identifying
and
relating
ones
own
experience
with
the
example
situations
presented
within
the
assessment
process.
By
storing
these
notes
in
the
users
Vintage
portfolio
s/he
is
able
to
build
a
collection
of
evidence
on
performance
of
Key
Competences
while
doing
the
self-
assessment.
This
provides
extra
value
to
the
portfolio
and
thereby
for
the
adult
learner
to
become
aware
of
the
own
experiences
already
made,
competences
already
acquired
but
also
about
the
how
and
where
he/she
acquired
them.
This
task
demands
a
high
ability
of
reflectiveness
and
imagination
as
well
as
a
good
understanding
of
the
degrees
of
Levels
of
Mastery
by
the
user,
which
is
meant
to
be
supported
throughout
the
whole
process
by
guidance
and
explanations
given.
The
aim
is
to
support
the
potential
user
to
focus
on
and
be
aware
of
the
underlining
indications
of
the
level
he/she
is
about
to
assess.
Guidance
is
given
for
the
user
to
support
the
meta
reflective
process
involved
and
to
focus
the
user`s
attention
to
what
he/she
is
about
to
assess.
Each
given
situation
is
provided
with
guidance
and
support
sentences
as
presented
below
in
the
example
of
Digital
competence
cluster
Information.
The
following
example
sentences
once
more
guide
the
user
in
this
process
by
additional
explanations
and
advice
on
what
he/she
is
about
to
assess,
eg.
for
the
domain
Information
of
the
Digital
Competence:
Information
concerns
the
use
of
basic
skills
in
ICT
in
finding,
locate,
store,
organize,
and
retrieve
information
and
in
identifying
and
evaluate
information
sources
and
information.
To
assess
the
domain
you
are
asked
to
do
two
things:
to
recall
your
behaviour
in
a
real
life
situation
and
to
evaluate
your
performance
in
that
situation.
For
each
domain
of
the
Key
24
competence
you
choose,
you
are
offered
with
situations
supporting
the
self-assessment
of
your
performance.
What
to
do
now:
Read
the
situations
and
recall
your
behaviours
in
life
contexts.
You
can
refer
to
your
past
experience,
recalling
your
behaviour
in
the
described
situation
or
a
similar
situation;
or,
alternatively,
you
can
imagine
yourself
in
the
described
situation.
What
you
would
do?
How
would
you
react?
Concentrate
your
attention
on
the
sequence
of
your
actions.
List
them
in
a
logic
order
and
describe
them.
You
can
use
the
STAR
technique
-
Situation,
Task,
Action,
Result.
Suggestion:
use
the
STAR
technique.
The
STAR
(Situation,
Task,
Action,
Result)
format
is
a
technique
used
to
gather
all
the
relevant
information
about
a
specific
capability.
Situation:
the
situation
in
which
you
found
yourself.
Task:
What
did
you
have
to
achieve
in
this
situation?
Action:
What
did
you
do,
why
and
what
were
the
alternatives?
Results:
What
was
the
outcome
of
your
actions?
What
did
you
achieve
through
your
actions
and
did
you
meet
your
objectives?
What
did
you
learn
from
this
experience
and
have
you
used
this
learning
since?
Describe
a
performance
from
you
where
you
have
applied
this
competence
dimension,
for
the
selected
level
of
mastery,
taking
advantage
of
the
above
listed
examples/cases:
According
to
the
selected
Mastery
level,
the
user
will
refer
to
a
different
situation:
Level
1
You
occasionally
take
advantage
of
digital
communication
and
information
technologies
to
find
information.
It
may
be
in
finding
the
TV
Program
guide,
a
recipe,
a
news
on
the
digital
TV
menu,
or
on
internet.
25
Level
2
You
are
familiar
with
digital
communication
and
information
technologies.
It
may
be
in
finding
out
information
or
goods
on
the
web
(for
example
books,
restaurants,
etc)
comparing
available
information
and
resources
and
finding
out
the
best
offer
(or
reliable
information).
Level
3
You
are
confident
with
digital
communication
and
information
technologies.
It
may
be
in
organizing
a
travel
(an
event,
a
party,
an
exhibition,
etc.),
finding
out
and
comparing
information
and
offers
about
means
of
travel,
accommodations,
restaurants
and
tourist
itineraries.
Level
4
You
are
found
of
digital
communication
and
information
technologies.
You
use
them
for
your
daily
work
or
domestic
life,
it
may
be
in
using
electronic
catalogues
and
database
in
order
to
organize
your
information
(for
example
messages,
expenses,
recipes,
books,
documents,
goods,
etc.)
making
them
easy
to
find,
to
filter,
to
monitor,
to
organize,
to
distribute.
Level
5
You
are
expert
of
digital
communication
and
information
technologies.
You
use
them
for
your
daily
work
or
domestic
life,
it
may
be
in
designing
and
implementing
database
in
order
to
classify,
filter,
find,
monitor,
organize
and
distribute
information
(for
example
of
expenses,
recipes,
books,
documents,
goods,
etc.).
The
user
might
proceed
like
this
throughout
all
provided
situations
of
a
Key
Competence
on
one
or
more
levels.
26
After
reading
and
reflecting
on
the
presented
example
of
performances
of
Key
Competences
in
a
certain
domain
on
a
certain
Level
the
user
is
asked
to
self-evaluate
his/her
performance.
This
is
done
in
accordance
to
the
Quality
dimensions
presented
by
control
questions.
A
support
text
once
more
recalls
the
users
attention
to
focus
on
the
chosen
domain
of
chosen
Key
Competence.
The
user
is
then
asked
to
refer
to
the
performance
recalled
in
the
previous
step
to
evaluate
his/her
behaviour
according
to
the
quality
levels
on
a
scale
from
1
(low)
to
5
(high).
S/he
is
invited
to
rank
the
performed
behaviour
in
a
five
grades
scale
of
4
quality
dimensions.
The
following
control
questions
helps
the
user
rating
the
quality
of
the
perfomance
from
1
(lowest
score)
to
5
(higher
score):
For
Reflectiveness:
How
do
you
value
your
attitude
to
reflect
on
your
actions
while
executing
a
procedure?
Do
you
act
mechanically?
For
Autonomy:
How
do
you
value
your
attitude
to
come
up
with
new
suggestions,
inventing
new
actions/things?
For
Self-management:
How
do
you
value
your
attitude
to
see
opportunities,
make
the
first
moves,
come
up
with
ideas?
For
Effectiveness:
How
do
you
value
your
attitude
to
solve
problems,
overcoming
obstacles?
The
same
procedure
must
be
repeated
for
each
domain
of
the
competence,
which
should
be
all
evaluated
to
obtain
a
complete
result.
The
output
of
the
self-assessment
process
of
each
competence
is
the
description
of
the
competence
profile,
resulting
from
the
combination
of
the
level
of
mastery
and
the
quality
rate
expressed
for
all
competence
domains.
27
The
feedback
and
profile
description
reflect
the
steps
of
the
evaluation
process:
the
selected
Key
competence,
the
selected
mastery,
the
score
assigned
on
a
five
points
scale
(from
1
the
lower
to
5
the
higher)
to
the
four
qualities
(Reflectiveness,
Autonomy,
Self-management,
Effectiveness),
for
the
five
domains
of
the
self
evaluated
Key
competence.
The
feedbacks
and
the
Key
competence
profile
description
are
based
on
the
scores
assigned
to
the
qualities
rated
for
each
domain.
The
feedback
is
generated
per
each
domain
of
the
evaluated
competence
and
it
is
calculated
on
the
base
of
the
assigned
score
to
each
quality
per
that
specific
domain.
The
feedback
includes
also
a
check
of
the
selected
Mastery
level
highlighting
if
the
chosen
level
is
right
or
not.
The
Key
competence
profile
is
generated
on
the
base
of
the
combined
scores
assigned
to
the
different
qualities
for
all
domains.
The
user,
indeed,
will
obtain
the
Key
competence
profile
just
if
s/he
will
have
completed
the
self-evaluation
process
for
all
the
domains/domains
of
the
selected
competence.
An
overall
common
message
summarizes
and
introduces
the
result
of
the
assessment.
e.g.
for
KC1
Communication
in
the
Mother
tongue
is
the
ability
to
express
and
interpret
concepts,
thoughts,
feelings,
facts
and
opinions
in
both
oral
and
written
form
(listening,
speaking,
reading
and
writing)
and
to
interact
linguistically
in
an
appropriate
and
creative
way
in
a
full
range
of
societal
and
cultural
contexts;
in
education
and
training,
work,
home
and
leisure.
In
the
VINTAGE
project
KC1
contained
five
domains:
1. Listening
2. Reading
3. Speaking
interaction
4. Speaking
production
5. Writing
28
This
Profiling
Tool
provides
you
with
comments
specific
to
your
self-assessment
of
KC1
and
its
related
domains
that
you
have
completed.
The
feedback
provided
below
is
generated
using
the
answers
you
have
given
thus
far.
The
specific
domain
feedback
is
focused
on
each
single
assessed
domain,
e.g
for
KC1
Listening:
Listening
focuses
mainly
on
communication
processes
that
require
receiving
and
interpreting
of
spoken
messages.
The
performance
expectations
depend
on
the
Mastery
Level
you
have
chosen
in
making
your
self-assessment.
For
this
specific
domain
the
performance
expectations
are:
1. Understanding
phrases
and
the
highest
frequency
vocabulary.
2. Understanding
main
points
of
standard
spoken
language
in
all
areas.
3. Understanding
extended
spoken
language
in
a
familiar
context
and
following
different
lines
and
arguments.
4. Understanding
extended
spoken
language
in
unknown
contexts.
5. Understanding
all
areas
of
spoken
language
in
all
contexts.
Look
at
your
average
quality
(reflectiveness,
autonomy,
self-management,
effectiveness)
score
for
this
domain.
This
score
means
the
following:
-
1
2:
At
the
chosen
mastery
level,
your
competence
in
this
domain
is
low.
If
there
is
a
lower
mastery
level,
it
might
be
useful
to
try
to
repeat
the
self-
assessment
procedure
at
this
lower
mastery
level.
3:
You
did
a
good
job.
Your
competence
in
this
domain
is
fully
corresponding
to
the
chosen
mastery
level.
4
-
5:
At
the
chosen
mastery
level,
your
competence
in
this
domain
is
high.
Well
done!
And
maybe
you
underestimate
yourself
a
bit?
If
there
is
a
higher
mastery
level,
you
might
try
to
repeat
the
self-assessment
procedure
by
choosing
this
higher
mastery
level.
29
Regardless
of
the
score
you
have
obtained
or
the
mastery
level
which
you
chose
for
this
self-
assessment,
it
is
recommended
that
you
discuss
your
self-assessment
and
your
scores
with
your
peers,
manager
and/or
tutor,
in
order
to
identify
areas
for
improvement
in
your
level
of
competence
and
to
further
develop
your
level
of
competence
in
this
domain.
By
discussing
your
self-assessment
with
others,
it
can
help
you
to
increase
your
awareness
of
your
strengths,
as
well
as
some
areas
where
you
may
need
to
improve
your
level
of
competence.
When
seeking
to
develop
your
level
of
competence,
it
is
particularly
important
to
pay
attention
to
the
quality
questions
and
the
domains
where
you
scored
yourself
at
a
lower
level
of
mastery
and
rated
your
quality
at
less
than
a
score
of
3.
If
you
would
like
to
further
develop
your
competence
in
Listening,
there
are
some
simple
exercises
you
can
try
which
will
develop
your
knowledge,
skills
and
performance
in
this
domain.
For
example:
-
Take
your
time
to
listen
discussions
within
your
family
group
and
your
friends,
to
listen
the
radio
or
TV
news.
This
will
help
you
in
taking
confidence
with
the
sounds
and
the
idioms
of
your
mother
language.
Get
in
contact
with
people
speaking
your
mother
language,
ask
questions
and
discuss
your
doubts
related
to
listening,
take
advantage
of
social
networks.
Exercise
your
listening,
on
TV
or
on
the
radio,
in
relation
with
your
area
of
interest
this
might
be
sport,
cooking,
following
TV
series.
Explore
different
digital
devices
reproducing
the
correct
words
pronunciation,
like
for
example
online
translators,
youtube,
etc.
Note:
The
profile
description
resulting
from
your
self-assessment
could
be
useful
to
fill
in
your
curriculum,
provided
that
you
can
support
this
description
with
evidences
of
your.
30
If
the
user
does
not
provide
enough
responses,
the
tool
shows
a
message
inviting
the
user
to
complete
the
assessment
process:
e.g.
You
have
visited
the
Vintage
Key
Competence
assessment
tool
and
selected
Key
Competence
NUMBER:
COMPETENCE
NAME.
However,
you
have
not
made
sufficient
selections
to
enable
the
tool
to
provide
you
with
detailed
feedback.
If
you
would
like
to
receive
this
feedback,
it
is
recommended
that
you
go
back
to
the
assessment
tool
and
complete
your
self-assessment.
The
general
comments,
the
specific
domain
feedbacks
and
the
Key
competence
profile
are
provided
in
the
annex.
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Shemshadsara,
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5
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3.
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Internal
minutes
and
notes
Vintage
-
Description
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Competences
by
PLATO
(WP2)
Vintage
Draft
framework
KC
4
Digital
competences
by
Learning
community
(WP3)
Vintage
-
Draft
tool
by
Plato
(WP2)
and
wisamar
(WP3)
Vintage
Research:
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art
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33
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2013);
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content
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adult
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Germany
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B
key
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Key
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lifelong
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A
European
reference
framework
November
2004;
34
ITALIAN VERSION
35
Premessa
Questo
documento
illustra
la
versione
finale
del
Framework
di
autovalutazione
delle
Competenze
Chiave
per
lapprendimento
permanente
disegnato
dai
partner
del
progetto
VINTAGE.
Il
Framework
metodologico
stato
disegnato
a
partire
da:
36
Ladulto,
per
prima
cosa,
sceglie
una
fra
le
otto
Competenze
Chiave
individuate
dalla
Commissione
europea
nellambito
delle
politiche
di
Lifelong
Learning:
1. Comunicazione
nella
madrelingua;
2. Comunicazione
nelle
lingue
straniere;
3. Competenza
matematica
e
competenze
di
base
in
scienza
e
tecnologia;
4. Competenza
digitale;
5. Imparare
ad
imparare;
6. Competenze
sociali
e
civiche;
7. Spirito
di
iniziativa
e
imprenditorialit;
8. Consapevolezza
ed
espressione
culturale.
Una
guida
contestuale
fornisce
informazioni
sulle
8
Competenze
Chiave
per
il
Lifelong
Learning
e
orienta
nella
scelta.
37
Figura
2
-
Seconda
fase
della
procedura
di
autovalutazione
Scelta
del
livello
di
padronanza
2
Nella
seconda
fase
lo
strumento
propone
cinque
situazioni
generiche,
in
ciascuna
delle
quali
la
Competenza
Chiave
scelta
descritta
allinterno
di
uno
scenario
realistico
di
complessit
crescente.
Ognuna
delle
situazioni
proposte
corrisponde
ai
seguenti
livelli
e
criteri
di
padronanza:
6. so
fare
se
guidato
(in
situazioni
note),
7. so
fare,
so
scegliere
(in
situazioni
note),
8. so
integrare,
so
progettare
(anche
in
situazioni
non
familiari),
9. so
migliorare,
so
ampliare,
10. so
spiegare.
A
livello
Europeo
esiste
in
questo
ambito
una
variet
di
approcci
diversi,
si
usano
diverse
definizioni
di
livello
di
padronanza
per
misurare
i
risultati
di
apprendimento,
le
competenze
e
le
abilit
di
una
persona.
Fra
questi,
uno
dei
pi
noti
lEQF
-
European
Qualification
Framework
per
il
Lifelong
Learning,
pubblicato
dallUnione
Europea
nel
2008,
che
individua
otto
livelli
di
padronanza.
Lapplicazione
di
questo
framework
per
misurare
il
grado
di
possesso
di
una
competenza
varia
significativamente
nei
singoli
Stati
dellUnione;
analogamente
esistono
altri
approcci
di
valutazione
delle
competenze
che
si
basano
su
una
variet
di
livelli
fra
loro
molto
diversi.
Nellambito
del
progetto
Vintage
si
scelto
di
utilizzare
cinque
livelli
di
padronanza,
facendo
riferimento
cos
ad
ununica
impostazione.
Chi
si
autovaluta
invitato
a
individuare
il
proprio
livello
di
padronanza
scegliendo,
fra
quelle
proposte,
la
situazione
nella
quale
si
riconosce
di
pi.
Questa
scelta
introduce
alla
fase
successiva.
38
Vintage
porkolio
39
40
Competence
prole
La
stessa
procedura
(indicata
nelle
fasi
da
1
a
5)
deve
essere
ripetuta
per
ciascuna
delle
cinque
sotto
aree
della
competenza
scelta,
necessario,
infatti,
che
tutte
le
sotto
aree
di
competenza
siano
valutate
per
ottenere
un
profilo
di
competenza
completo.
Lesito
del
processo
di
autovalutazione
la
descrizione
del
profilo
della
competenza
scelta.
Questo
risulta
dalla
combinazione
del
livello
di
padronanza
selezionato
con
i
valori
assegnati
alla
qualit
della
performance
assegnati
a
ciascuna
delle
quattro
dimensioni
per
ogni
sotto
area
della
competenza
autovalutata.
41
5. Imparare
ad
imparare;
6. Competenze
sociali
e
civiche;
7. Spirito
di
iniziativa
e
imprenditorialit;
8. Consapevolezza
ed
espressione
culturale,
ritenute
importanti
per
lapprendimento
lungo
tutto
larco
della
vita,
per
la
realizzazione
personale,
per
lesercizio
di
una
cittadinanza
attiva,
linclusione
sociale
e
loccupabilit
in
una
societ
della
conoscenza.
Nel
Framework
europeo
delle
Competenze
Chiave
per
il
Lifelong
Learning
la
Commissione
Europea
ha
definito
gli
elementi,
i
criteri
e
le
dimensioni
dei
tre
fattori
(abilit,
conoscenze,
atteggiamenti)
che
definiscono
una
competenza,
che
ci
che
il
progetto
Vintage
si
propone
di
valutare
attraverso
la
procedura
proposta.
A
parte
la
cornice
europea
in
cui
sono
inserite
le
Competenze
Chiave,
esistono
varie
definizioni
di
competenza
e
di
valutazione
delle
competenze,
in
particolare
quelli
tradizionalmente
riferibili
ai
contesti
educativi
formali.
Anche
in
questo
caso
le
tre
componenti
di
abilit,
conoscenze
e
atteggiamenti
sono
considerate
rilevanti
per
definire
e
valutare
una
competenza.
Prendendo
le
mosse
da
questi
presupposti,
il
Progetto
Vintage
ha
voluto
disegnare
un
approccio
olistico
per
lauto
valutazione
delle
competenze.
In
aggiunta
agli
elementi
comunemente
utilizzati
-
abilit,
conoscenze
e
atteggiamenti
-
che
concentrano
lattenzione
sul
potenziale
che
una
persona
esprime,
la
definizione
di
competenza
che
stata
data
allinterno
del
progetto
Vintage
prende
in
esame
anche
il
comportamento,
il
contesto
e
la
qualit
della
performance
come
aspetti
rilevanti
per
definire
e
valutare
una
competenza.
Questa
visione
tiene
conto
della
prospettiva
del
Lifelong
Learning,
delle
Competenze
Chiave
e
del
loro
esercizio
inteso
in
termini
di
risultati
di
apprendimento
e
di
performance
(si
veda
Vintage
Evaluating
Key
Competences
Settembre
2013,
pp.
4-8).
Di
conseguenza
il
framework
di
autovalutazione
disegnato
in
Vintage
pone
il
focus
dellattenzione
sul
comportamento
reale
di
una
persona
e
sulla
sua
capacit
di
dimostrare
la
propria
competenza
in
un
contesto
reale,
o
richiamando
alla
memoria
un
comportamento
agito
in
un
contesto
reale
(come
premessa
del
processo
di
autovalutazione
guidato
attraverso
lutilizzo
dello
strumento
online).
42
43
44
Sulla
base
di
queste
variabili
sono
stati
identificati
i
seguenti
indicatori
di
complessit
crescente
per
definire
i
livelli
di
padronanza
del
framework
Vintage:
Contesto
Livelli
45
2.
3.
Iniziativa:
vedere
opportunit,
fare
la
prima
mossa,
proporre
idee,
svolgere
nuovi
compiti;
4.
5.
Assunzione
di
rischi:
essere
consapevoli
dei
rischi,
stimare
I
rischi
prima
di
prendere
decisioni,
assumersi
i
rischi;
6.
7.
8.
9.
10.
Impatto:
portare
a
termine
i
propri
compiti,
fare
in
modo
che
le
cose
accadano,
trasformare
le
azioni
in
successi,
far
in
modo
che
le
cose
funzionino.
46
Quesiti
di
valutazione
A
partire
dal
Framework
Europeo
delle
Competenze
Chiave
sono
state
adottate,
in
letteratura
e
nei
diversi
Paesi
dellUnione
(per
una
panoramica
sulla
letteratura
di
riferimento
si
veda
Vintage
State
of
the
Art
of
Evaluation
and
Assessment
of
Key
47
48
Questi
esempi
di
stimolo
servono
come
base
per
preparare
la
successiva
fase
che
consiste
nellautovalutare
la
qualit
della
performance
richiamata
alla
memoria
e
descritta.
Per
ciascuna
Competenza
Chiave
sono
state
predisposte
venticinque
descrizioni
di
situazioni
stimolo:
cinque
situazioni
di
difficolt
crescente
con
parametri
coerenti
con
ciascuno
dei
livelli
di
padronanza,
per
ciascuna
delle
corrispondenti
cinque
aree
di
competenza,
definite
dal
modello
Vintage,
che
compongono
ogni
Competenza
Chiave.
Lapproccio
proposto
si
fonda
quindi
sul
riconoscimento
di
autonomia
e
fiducia
nei
confronti
delladulto
che
esegue
lesercizio
di
autovalutazione
e
sulla
sua
capacit
di
richiamare
alla
mente
episodi
della
propria
vita
reale
che
possono
essere
riferiti
alle
situazioni
presentate
e
ai
compiti
in
esse
proposte,
cos
come
alle
performance
e
alla
conoscenze,
abilit
e
atteggiamenti
necessari.
Lutilizzo
di
questo
approccio
mette
laccento,
fra
tutti
gli
altri
aspetti,
sullimportanza
e
sul
valore,
nella
prospettiva
del
Lifelong
Learning,
dei
contesti
reali
di
apprendimento
siano
essi
formali,
non
formali
o
informali.
assegnato
alla
persona
adulta
un
ruolo
attivo,
chiamando
in
causa
e
migliorando
al
tempo
stesso
le
sue
capacit
di
riflessione
e
le
sue
competenze
autovalutative.
In
tal
senso
questo
approccio
si
propone
in
alternativa
ai
questionari
di
valutazione
a
scelta
multipla
che
meglio
si
prestano
a
valutare
le
conoscenze
piuttosto
che
le
competenze.
Unulteriore
caratteristica
dello
strumento
VINTAGE
consiste
nelloffrire
alla
persona
la
possibilit
di
prendere
nota
e
di
descrivere
le
esperienze
fatte
e
gli
episodi
in
cui
ha
espresso
le
proprie
capacit
relativamente
alla
competenza
valutata.
Ci
offre
alla
persona
un
supporto
al
processo
di
riflessione,
consentendo
alladulto
di
identificare
e
di
riferire
la
propria
esperienza
agli
esempi
proposti
nel
corso
del
processo
di
autovalutazione.
Raccogliendo
le
proprie
annotazioni
in
un
portfolio,
la
persona
messa
nella
condizione
di
raggruppare
le
evidenze
delle
proprie
performance
in
una
determinata
Competenza
Chiave
nel
corso
stesso
dellesercizio
di
autovalutazione.
Ci
produce
un
valore
aggiunto
e
aiuta
ladulto
a
prendere
consapevolezza
di
ci
che
sa
fare
sulla
base
delle
esperienze
realmente
vissute,
delle
competenze
gi
possedute,
ma
anche
di
come
e
dove
le
ha
acquisite.
49
La
descrizione
di
ciascuna
Competenza
Chiave
consiste
in
una
matrice
(o
in
una
mappa)
necessaria
per
rappresentare
concettualmente
il
quadro
operativo
dellautovalutazione.
Ciascuna
Competenza
Chiave
pu
essere
descritta
come
una
macro
competenza
composta
di
un
numero
variabile
di
sotto-competenze
che
possono
essere
descritte
a
livelli
di
granularit
crescente.
Ogni
competenza
cio
pu
essere
scomposta
in
cluster
(o
aree),
indicatori
(riferiti
a
ciascuna
area)
e
descrittori
(descrizioni
delle
abilit,
dei
compiti
e
delle
attivit
riferibili
a
ciascun
indicatore),
per
definire
tutte
le
dimensioni
della
Competenza
Chiave
stessa;
ci
che
si
intende
valutare
sono
quindi
le
singole
componenti
della
competenza,
che
prese
insieme
offriranno
una
panoramica
completa
del
livello
di
padronanza
e
di
quanto
si
esperti
o
meno.
50
Fig.
7
Clusterizzazione
delle
Competenze
Chiave
Il processo di autovalutazione
51
Facendo
riferimento
ai
livelli
di
padronanza,
alle
dimensioni
della
qualit
e
agli
item
di
autovalutazione
descritti,
il
processo
di
autovalutazione
proposto
dal
progetto
Vintage
si
articola
nelle
seguenti
fasi:
Che
cosa
lo
strumento
Vintage
consente
di
autovalutare
(le
8
Competenze
Chiave
per
il
Lifelong
Learning
in
Europa).
Lo
strumento
disegnato
per
offrire
una
guida
facile
da
usare,
per
mostrare
un
percorso
facile
da
seguire,
per
addentrarsi
nel
processo
di
autovalutazione
passo
dopo
passo.
Un
esempio
di
una
pagina
introduttiva
potrebbe
essere
il
seguente.
Introduzione
allo
strumento
di
autovalutazione
VINTAGE
Lo
strumento
VINTAGE
stato
disegnato
per
valutare
le
otto
Competenze
Chiave
per
il
Lifelong
Learning
nellambito
delle
politiche
europee.
Le
Competenze
sono
considerate
una
combinazione
di
abilit,
conoscenze,
atteggiamenti
e
comportamenti
necessari
per
esprimere
una
performance
efficace
nellesecuzione
di
un
compito
o
di
una
attivit.
Una
persona
pu
o
potrebbe
aver
acquisito
queste
competenze
attraverso
le
proprie
esperienze
52
di
vita
quotidiana,
sul
posto
di
lavoro,
a
casa,
nel
tempo
libero
facendo
attivit
sportive,
durante
un
corso
di
formazione,
svolgendo
attivit
di
volontariato,
organizzando
una
vacanza
o
durante
le
proprie
vacanze.
Per
maggiori
informazioni
continua
a
leggere
qui.
Con
questo
strumento
puoi
valutare
il
livello
della
tua
padronanza
delle
competenze
chiave
per
il
Lifelong
Learning
e
individuare
quali
competenze
puoi
migliorare
o
acquisire,
per
una
tua
crescita
personale,
sociale
e
professionale.
Per
avere
maggiori
informazioni
sullutilit
dellautovalutazione
continua
a
leggere
qui.
La
durata
del
processo
di
autovalutazione
varia
a
seconda
del
numero
di
Competenze
Chiave
che
intendi
valutare.
Per
maggiori
informazioni
sul
tempo
necessario
a
completare
lautovalutazione
e
sullaffidabilit
di
un
esito
parziale
o
completo
continua
a
leggere
qui.
Alla
fine
del
processo
di
autovalutazione
otterrai
un
profilo
di
competenza
per
la
Competenza
Chiave
che
hai
valutato.
Il
profilo
di
competenza
sar
generato
sulla
base
delle
tue
risposte
e
di
ci
che
hai
raccolto
nel
portfolio
online
Vintage
portfolio,
che
offre
molte
ulteriori
funzionalit.
Per
saperne
di
pi
sullo
strumento
di
autovalutazione
e
sul
portfolio
continua
a
leggere
qui.
Lo
strumento
VINTAGE
ti
propone
5
livelli
di
padronanza
per
ciascuna
delle
otto
Competenze
Chiave
europee.
Per
stabilire
il
tuo
livello
di
padronanza
da
cui
iniziare,
segui
i
seguenti
passaggi.
1.
53
Puoi
accedere
allo
strumento
di
autovalutazione
VINTAGE
facendo
clic
qui.
54
La
scelta
del
livello
di
padronanza
d
il
via
al
processo
di
autovalutazione
vero
e
proprio,
non
c
un
valutatore
esterno
o
un
sistema
che
assegna
gradi
e
livelli.
Il
primo
passo
dellautovalutazione
fatto
dalla
persona
che
si
assegna
(si
riconosce
in)
un
livello.
Attraverso
questa
scelta
la
persona
condotta
a
individuare
il
livello
di
padronanza
pi
adatto
da
cui
iniziare
lautovalutazione
della
Competenza
Chiave
scelta.
La
persona
invitata
a
leggere
attentamente
la
descrizione
di
cinque
situazioni
e
a
scegliere
quella
nella
quale
si
riconosce
di
pi
o
quella
a
cui
pensa
di
poter
riferire
con
migliore
approssimazione
il
proprio
grado
di
competenza.
Esempio
di
situazioni
riferite
ai
livelli
di
padronanza
della
Competenza
Chiave
4
Abbiamo
quotidianamente
a
che
fare
con
le
tecnologie
digitali,
quando
guardiamo
la
TV,
quando
utilizziamo
i
distributori
automatici,
quando
preleviamo
contanti
dal
bancomat,
quando
utilizziamo
liPhone,
quando
cerchiamo
informazioni
su
Internet,
etc.
Leggi
attentamente
le
cinque
situazioni
proposte
di
seguito.
Scegli
quella
in
cui
ti
riconosci
o
che
meglio
descrive
la
tua
performance
in
questa
particolare
competenza:
1. Utilizzo
occasionalmente
strumenti
e
tecnologie
di
comunicazione
digitale
(per
esempio
TV,
iPhone,
tablet,
computer,
bancomat,
internet,
skype,
etc.),
se
necessario.
2. Utilizzo
quotidianamente
le
funzioni
base
degli
strumenti
e
delle
tecnologie
digitali
di
comunicazione
per
divertimento,
per
uso
domestico
o
per
il
mio
lavoro.
3. Utilizzo
quotidianamente
le
funzioni
base
degli
strumenti
e
delle
tecnologie
digitali
di
comunicazione
per
divertimento,
per
uso
domestico
o
per
il
mio
lavoro.
Sono
capace
di
adattare
e
personalizzare
le
funzioni
di
questi
strumenti
in
base
alle
mie
esigenze
e
alle
mie
preferenze.
4. Utilizzo
quotidianamente
le
funzioni
base
degli
strumenti
e
delle
tecnologie
digitali
di
comunicazione
per
divertimento,
per
uso
domestico
o
per
il
mio
lavoro.
Posso
risolvere
problemi
da
solo,
gestire
apparecchi
e
applicazioni,
modificarne
le
caratteristiche
e
aggiornare
il
software.
55
56
57
Cosa
fare
ora:
Leggi
le
seguenti
situazioni
e
richiama
alla
mente
i
tuoi
comportamenti
messi
in
atto
nella
vita
reale.
Puoi
fare
riferimento
alle
tue
precedenti
esperienze,
ricordando
il
tuo
comportamento
in
situazioni
simili
a
quelle
descritte;
in
alternativa
prova
ad
immaginare
te
stesso
nella
situazione
descritta.
Come
ti
sei
comportato/a?
Cosa
hai
fatto?
Come
hai
reagito?
Concentra
la
tua
attenzione
sulla
sequenza
delle
azioni
che
hai
compiuto,
elencale
in
ordine
logico
e
descrivile.
Puoi
utilizzare
la
tecnica
STAR
Situation
(Situazione),
Task
(Compito),
Action
(Azione),
Result
(Risultato).
Suggerimento:
usa
la
tecnica
STAR.
La
tecnica
STAR
(Situation,
Task,
Action,
Result)
utilizzata
per
raccogliere
tutte
le
informazioni
rilevanti
su
una
specifica
capacit.
Situation
(Situazione):
descrivi
la
situazione
in
cui
ti
sei
trovato.
Task
(Compito):
Cosa
richiedeva
la
situazione?
Action
(Azione):
Cosa
hai
fatto,
quali
alternative
di
azione
cerano?
Results
(Risultato):
Qual
stato
il
risultato
delle
tue
azioni?
Ha
raggiunto
gli
obiettivi,
cosa
hai
ottenuto?
Cosa
hai
imparato
da
questa
esperienza
e
ti
capitato
di
riutilizzare
ci
che
hai
imparato?
Descrivi
una
tua
performance
in
una
situazione
in
cui
hai
espresso
questa
area
di
competenza,
per
il
livello
di
padronanza
selezionato,
prendendo
spunto
dagli
esempi
che
i
sono
stati
proposti.
In
base
al
livello
di
padronanza
selezionato,
lo
strumento
presenter
situazioni
diverse
per
livello
di
complessit.
Livello
1
58
59
Dopo
aver
letto
e
riflettuto
sugli
esempi
proposti
per
una
certa
area
di
competenza
a
un
certo
livello
di
padronanza
della
Competenza
Chiave
scelta,
alla
persona
chiesto
di
autovalutare
la
qualit
della
sua
performance.
Ci
fatto
utilizzando
le
domande
di
controllo
proposte
per
le
quattro
dimensioni
della
qualit
sopra
presentate.
Un
testo
di
supporto,
una
volta
ancora,
fornisce
una
guida
alla
persona
richiamando
la
sua
attenzione
sullarea
di
competenza
selezionata.
La
persona
invitata
a
riferirsi
alla
performance
richiamata
alla
memoria
e
descritta
nelle
fasi
precedenti
per
valutare
la
qualit
del
suo
comportamento
in
base
alle
dimensioni
proposte
in
una
scala
da
1
(basso)
a
5
(alto).
La
persona
deve
cio
assegnare
un
valore
al
comportamento
messo
in
atto
assegnando
un
valore
da
uno
a
cinque
per
ciascuna
delle
quattro
qualit.
Le
seguenti
domande
di
controllo
sono
finalizzate
a
guidare
lutente
ad
assegnare
tale
punteggio
alla
qualit
della
sua
performance:
Per
la
Riflessivit:
come
valuti
la
tua
attitudine
a
riflettere
sulle
azioni
che
compi
mentre
esegui
una
procedura?
Agisci
meccanicamente
o
sei
consapevole
delle
azioni
che
esegui?
Per
lAutonomia:
Come
valuti
la
tua
attitudine
a
dare
suggerimenti,
inventare
nuove
azioni
o
cose?
Per
lEfficacia:
Come
valuti
la
tua
attitudine
a
risolvere
problemi,
a
superare
gli
ostacoli?
Per
ottenere
un
risultato
completo,
la
stessa
procedura
deve
essere
ripetuta
per
ciascuna
delle
cinque
aree
delle
Competenza
Chiave
scelta.
Lesito
del
processo
di
autovalutazione
la
descrizione
di
un
profilo
di
competenza,
che
il
risultato
della
combinazione
del
livello
di
padronanza
selezionato
e
dei
valori
assegnati
alle
qualit
della
performance
in
ciascuna
delle
aree
della
Competenza
Chiave
selezionata.
60
Il
profilo
di
competenza
61
6. Ascoltare
7. Leggere
8. Comunicare
9. Parlare
10. Scrivere
Qui
trovi
dei
commenti
sul
risultato
della
tua
autovalutazione
della
competenza
chiave
n.1
e
alle
diverse
aree
che
hai
autovalutato.
I
suggerimenti
che
troverai
di
seguito
si
basano
sulle
risposte
che
tu
hai
fornito.
Questo
strumento
ti
fornisce
suggerimenti
specifici
sui
risultati
dellautovalutazione
della
Competenza
Chiave
1
e
sulle
relative
aree
di
competenza
che
hai
completato.
I
commenti
che
trovi
di
seguito
sono
generati
sulla
base
delle
tue
risposte
e
delle
scelte
che
hai
fatto.
Per
ciascuna
area
di
competenza
lo
strumento
genera
un
commento
specifico,
per
esempio
nel
caso
della
Competenza
Chiave
1
Ascoltare:
Ascoltare
riguarda
principalmente
la
capacit
di
capire
ci
che
gli
altri
ci
dicono.
La
qualit
del
comportamento
atteso
per
questa
area
della
competenza
dipende
dal
livello
di
padronanza
che
hai
scelto.
In
questa
area
della
competenza
ci
significa:
6. Capire
il
significato
di
frasi
brevi
e
semplici
parole.
7. Capire
il
senso
di
un
discorso.
8. Capire
il
senso
di
diversi
ragionamenti
in
un
discorso
che
viene
fatto
in
una
situazione
familiare.
9. Capire
il
senso
di
un
discorso
che
viene
fatto
in
una
situazione
non
familiare
.
10. Capire
il
significato
di
un
discorso
in
qualunque
situazione.
Controlla
il
punteggio
che
hai
assegnato
alle
qualit
(Riflettere,
Agire
in
modo
autonomo,
Avere
autocontrollo,
Ottenere
un
risultato)
del
tuo
comportamento
per
questa
area,
e
confrontalo
con
le
descrizioni
seguenti
:
62
1
2:
Per
il
livello
di
padronanza
che
hai
scelto,
la
qualit
della
tua
competenza
in
questarea
bassa.
Se
c
un
livello
di
padronanza
pi
basso
di
quello
che
hai
scelto,
prova
a
ripetere
la
tua
autovalutazione
scegliendo
un
livello
di
padronanza
pi
basso.
4
-
5:
Per
il
livello
di
padronanza
che
hai
scelto,
la
qualit
della
tua
competenza
in
questarea
alta.
Ben
fatto!
Forse
ti
sei
sottovalutato
un
po?
Se
c
un
livello
di
padronanza
pi
alto
di
quello
che
hai
scelto,
prova
a
ripetere
la
tua
autovalutazione,
scegliendo
un
livello
di
padronanza
pi
alto.
Qualunque
sia
il
tuo
risultato
o
il
livello
di
padronanza
che
hai
scelto,
ti
suggeriamo
di
parlarne
con
i
tuoi
colleghi,
amici,
con
il
tuo
capo,
con
il
tuo
insegnante,
per
scoprire
come
migliorare
la
qualit
della
tua
competenza
in
questa
area.
Parlare
del
risultato
della
tua
autovalutazione
con
gli
altri
pu
aiutarti
a
essere
pi
sicuro
dei
tuoi
punti
di
forza
e
di
ci
che
puoi
migliorare.
Se
vuoi
migliorare,
inizia
dalle
aree
di
competenza
a
cui
hai
assegnato
un
livello
di
padronanza
inferiore
a
tre
e
alle
qualit
del
comportamento
alle
quali
hai
assegnato
un
valore
pi
basso
di
tre.
Se
vuoi
migliorare
la
tua
capacit
di
ascoltare,
ci
sono
dei
semplici
esercizi
che
puoi
fare
per
migliorare
la
qualit
della
tua
competenza
in
questa
area.
Per
esempio:
-
Dedica
un
po
del
tuo
tempo
a
parlare
con
i
tuoi
amici
e
familiari,
ad
ascoltare
la
radio
e
la
televisione.
Questo
ti
aiuter
a
prendere
confidenza
con
le
parole,
i
suoni,
i
modi
di
dire
nella
tua
lingua
madre.
Fai
domande,
descrivi
i
tuoi
dubbi
alle
persone
che
parlano
la
tua
lingua
madre,
usa
i
social
networks
per
metterti
in
contatto
con
le
persone
che
parlano
la
tua
lingua
madre
e
che
possono
rispondere
alle
tue
domande.
63
Nota
bene:
Puoi
utilizzare
la
descrizione
del
tuo
profilo
di
competenza
per
compilare
il
tuo
Curriculum,
e
completarlo
con
le
descrizioni
e
le
evidenze
(foto,
video,
documenti,
etc.)
che
hai
utilizzato
durante
lautovalutazione.
Se
la
persona
non
completa
il
processo
e
non
fornisce
risposte
sufficienti
lo
strumento
genera
un
messaggio
che
invita
la
persona
a
completare
lesercizio
di
autovalutazione
per
esempio:
Hai
esplorato
lo
strumento
Vintage
per
lautovalutazione
delle
Competenze
Chiave
e
hai
selezionato
la
Competenza
NUMERO:
NOME
DELLA
COMPETENZA.
Tuttavia,
non
hai
fatto
scelte
sufficienti
per
consentire
allo
strumento
di
fornirti
un
commento
dettagliato.
Se
vuoi
ottenere
questo
commento,
utilizza
nuovamente
lo
strumento
di
autovalutazione
e
completa
il
processo.
I
commenti
generali,
i
feedback
specifici
per
ciascuna
area
di
competenza
e
i
profili
di
competenza
sono
proposti
in
allegato.
Riferimenti
bibliografici
Ala-Mutka,
K.
(2011).
Mapping
Digital
Competence:
Towards
a
Conceptual
Understanding.
JRC.
Luxembourg:
European
Commission.
Baker,
W.
(2012).
From
cultural
awareness
to
intercultural
awareness:
culture
in
ELT.
ELT
Journal,
Volume
66,
(1);
Bretschneider,
Markus
(DIE):
Die
wachsende
Bedeutung
der
Sichtbarmachung
und
Anerkennung
informellen
Lernens.
Bonn
2006.
Byram,
M.
(2012)
Language
awareness
and
(critical)
cultural
awareness
relationships,
comparisons
and
contrasts.
Language
Awareness,
21
(12);
Cedefop,
European
Commission,
The
European
https://europass.cedefop.europa.eu/de/documents/curriculum-vitae
CV,
2004
64
Cedefop,
European
Guide
Lines
for
validating
non
formal
and
informal
learning,
Luxembourg:
Office
for
Official
Publications
of
the
European
Communities,
2009.
Cedefop,
Terminology
of
European
Education
and
training
Policy
-
a
selection
of
hundred
key
words,
Thessaloniki/Luxembourg,
2008.
Clifford
M.,
Wilson
M.,
Contextual
Teaching,
Professional
Learning,
and
Student
Experiences:
Lessons
Learned
from
Implementation,
Educational
Brief
n.
2,
Madison:
Center
on
Education
and
Work,
University
of
Wisconsin-Madison,
2000.
Dunaway,
K.
E.,
Morrow,
J.A.
&
Porter,
B.
E.,
(2012).
Development
and
Validation
of
the
Cultural
Competence
of
Program
Evaluators
(CCPE)
Self-Report
Scale.
American
Journal
of
Evaluation,
33,
496;
European
Comission
(2008).
EQF
-
European
Qualifications
Framework.
European
Commission
(2007).
Key
Competences
for
lifelong
learning
European
Reference
Framework.
Luxembourg:
Office
for
Official
Publications
of
the
European
Communities
http://ec.europa.eu/dgs/education_culture/publ/pdf/ll-learning/keycomp_en.pdf
European
Commission
(2010).
Key
Competences
for
Life
Long
Learning,
European
Reference
Framework.
European
Commission
(2010b).
Draft
Background
Paper
for
the
Belgian
Presidency
meeting
for
Directors-General
for
school
education.
Assessment
of
key
competences.
Europese
Commissie:
Brussel;
European
Commission,
Implementation
of
Education
and
Training
2010
Work
programme.
Working
group
B.
key
competences.
Key
competences
for
lifelong
learning.
A
European
reference
framework,
November
2004
and
OECD
(2009).
PISA
2009
Assessment
Framework.
Key
competencies
in
reading,
mathematics
and
science
(KC3).
European
Commission,
Key
Competences
for
lifelong
learning
European
Reference
Framework,
Luxembourg:
Office
for
Official
Publications
of
the
European
Communities,
2007
http://ec.europa.eu/dgs/education_culture/publ/pdf/ll-learning/keycomp_en.pdf
European
Commission,
Recommendation
of
the
European
Parliament
and
of
the
Council
on
the
establishment
of
the
European
Qualifications
Framework
for
lifelong
learning,
Luxembourg:
Office
for
Official
Publications
of
the
European
Communities,
2008.
European
council
(2001).
Common
European
Framework
of
Reference
for
Languages:
Learning,
Teaching,
Assessment
(CEFR).
http://www.coe.int/t/dg4/linguistic/Cadre1_en.asp
European
Council,
Conclusions
of
11
May
2010
on
competences
supporting
lifelong
learning
and
the
new
skills
for
new
jobs
initiative,
(2010/C
135/03).
Fageeh,
A.A.
(2011).
At
Crossroads
of
EFL
Learning
and
Culture:
How
to
Enhance
Cross-
cultural
Awareness
in
EFL
College
Students.
Cross-cultural
communication,
7
(1),
62-72;
Ferrari
A.,
DIGICOMP:
A
Framework
for
Developing
and
Understanding
Digital
Competence
in
Europe,
JRC,
Luxemburg
Publication
Office
of
the
European
Union,
Report
EUR
26035
EN,
2013
(KC4).
65
66
67
GERMAN VERSION
68
den
Ergebnissen
der
Recherche
zum
aktuellen
Forschungsstand,
gesammelt
von
allen
Projektpartnern
in
Form
von
Beispielen
sowie
Literatur
zu
Definitionen
von
Schlsselkompetenzen,
(Selbst-)Evaluierungsmethoden
und
Tools
in
den
die
Funde
der
internen
Anwendung
der
Onlinetools,
die
von
den
Vintage-Partnern
getestet
wurden.
Der
Rahmenplan
stellt
auf
dieser
wohl
begrndeten
Grundlage
einen
innovativen
und
in
einigen
Aspekten
neuen
Ansatz
zur
Selbsteinschtzung
von
Schlsselkompetenzen
in
der
Erwachsenenbildung
und
dem
lebenslangen
Lernen.
Er
umfasst
die
angedachte
Struktur,
den
Aufbau
und
den
Inhalt
fr
potentielle
Nutzer
der
Vintage-Plattform
sowie
Hintergrundinformationen
der
verwendeten
Methodologie,
Ideen
und
aufgefhrte
Verweise.
Am
Anfang
des
Dokuments
befindet
sich
ein
berblick
ber
den
Rahmenplan
mit
Beispielen
des
aktuellen
VINTAGE-Prozesses
zur
Selbsteinschtzung
und
den
detaillierten
Positionen
und
Rckmeldungen
im
Anhang.
69
Im
ersten
Schritt
wird
der
Nutzer
gebeten
eine
Schlsselkompetenz
fr
die
Feststellung
auszuwhlen.
Hierzu
erhlt
er
eine
Liste
der
acht
Schlsselkompetenzen
der
Europischen
Kommission:
1. Muttersprachliche
Kompetenz
2. Fremdsprachenkompetenz
3. Mathematische
und
grundlegende
naturwissenschaftlich-technische
Kompetenz
4. Computerkompetenz
5. Lernkompetenz
Lernen
lernen
6. Soziale
und
Brgerkompetenz
7. Eigeninitiative
und
unternehmerische
Kompetenz
8. Kulturbewusstsein
und
kulturelle
Ausdrucksfhigkeit
70
Im
nchsten
Schritt
werden
fnf
allgemeine
Situationen
prsentiert,
bei
dem
jedesmal
eine
Situation
beschrieben
wird,
in
der
die
gewhlte
Schlsselkompetenz
in
einem
alltglichen
Rahmen
zur
Anwendung
kommt.
Jede
der
fnf
Situationen
entspricht
den
folgenden
fnf
Graden
der
Beherrschung:
Grad
1:
Kann
ich
mit
Untersttzung
anderer,
in
einem
mir
bekannten
Kontext
Grad
2:
Kann
ich
selbststndig
in
einem
mir
bekannten
Kontext
&
ich
kann
zwischen
Handlungen/Anstzen
whlen
Grad
3:
Kann
ich
in
unterschiedlichen
Kontexten
&
ich
kann
Handlungen/Anstze
kombinieren
&
gestalten
Grad
4:
Kann
ich
in
unterschiedlichen,
auch
mir
unbekannten
Kontexten
&
ich
kann
Handlungen/Anstze
verbessern
und
erweitern
Grad
5:
Kann
ich
in
allen,
auch
mir
unbekannten
Kontexten
&
ich
kann
Handlungen/Anstze
anderen
erklren
Innerhalb
der
EU
gibt
es
eine
Vielzahl
verschiedener
Anstze
zur
Bestimmung
der
Grade
der
Beherrschung,
um
Lernergebnisse,
Kompetenzen
und
Fhigkeiten
einer
Person
zu
bewerten.
Einer
der
verbreitetsten
ist
mglicherweise
der
EQR
-
Europischer
Qualifikationsrahmen
fr
Lebenslanges
Lernen,
der
2008
von
der
EU
mit
acht
Graden
der
Beherrschung
verffentlicht
wurde,
whrend
sich
die
Umsetzung
dieses
Rahmens
und
anderer
Anstze
auf
dem
Gebiet
der
Einschtzung
von
(Schlssel-)Kompetenzen
auf
nationaler
Ebene
auf
eine
Vielzahl
verschiedener
Grade
zur
Einstufung
des
Kompetenzerwerbs
bezieht
[8].
Der
Vintage-
Rahmenplan
zur
Selbsteinschtzung
arbeitet
mit
fnf
Graden
der
Beherrschung
in
Bezug
auf
71
allgemeine
Situationen
in
der
Bildung,
Anstzen
zum
lebenslangen
Lernen
und
den
Erwerb
von
Kompetenzen.
Dem
Nutzer
wird
die
Mglichkeit
gegeben,
den
Grad
der
Beherrschung
zu
whlen,
der
zu
Beginn
des
Selbsteinschtzungsverfahrens
am
ehesten
zutrifft,
und
fhrt
dann
mit
den
nchsten
Schritten
fort.
Abbildung
3
-
Dritter
Schritt
der
Selbsteinschtzung
3
Vintage
porkolio
Eine
Funktion
des
Onlinetools
bietet
die
Mglichkeit
die
eigenen
Erfahrungen
im
Vintage-
Portfolio
als
Nachweis
der
persnlichen
Schlsselkompetenzen
zu
dokumentieren
und
zu
72
Die
Qualitt
der
erbrachten
Leistung
wird,
ganz
im
Sinne
der
Selbsteinschtzung,
vom
Nutzer
selbst
bewertet,
indem
die
persnlichen
Fhigkeiten
entsprechend
der
folgenden
vier
Qualittsbereiche
eingestuft
werden:
1. Reflexionsvermgen
2. Eigenstndiges
Handeln
3. Selbstgesteuertes
Handeln
4. Effektivitt
Diese
vier
Qualittsbereiche
beziehen
sich
dabei
auf
Themengebiete
wie
kritisches
Denken,
Kreativitt,
Initiative,
Problemlsung,
Risikobewertung,
Entscheidungsfindung
und
73
konstruktiver
Umgang
mit
Gefhlen.
Diese
Themen
spielen
bei
allen
Competence
prole
Der
gleiche
Prozess
muss
fr
jeden
Kompetenzbereich
wiederholt
werden,
von
denen
alle
bewertet
werden
sollten,
um
ein
vollstndiges
Ergebnis
zu
erhalten.
Fr
jede
Kompetenz
wird
nach
Ende
der
Selbsteinschtzung
eine
Beschreibung
des
Kompetenzprofils
ausgegeben,
das
sich
aus
einer
Kombination
des
Grades
der
Beherrschung
und
der
geuerten
Qualitt
smtlicher
Kompetenzbereiche
ergibt.
74
2. Fremdsprachenkompetenz
3. Mathematische
und
grundlegende
naturwissenschaftlich-technische
Kompetenz
4. Computerkompetenz
5. Lernkompetenz
Lernen
lernen
6. Soziale
und
Brgerkompetenz
7. Eigeninitiative
und
unternehmerische
Kompetenz
8. Kulturbewusstsein
und
kulturelle
Ausdrucksfhigkeit
als
ebenso
wichtig
fr
das
lebenslange
Lernen
wie
fr
die
persnliche
Entfaltung,
aktive
Brgerschaft,
soziale
Eingliederung
und
die
Beschftigungsfhigkeit
in
der
75
Daher
verfolgt
das
Vintage-Projekt
den
Ansatz,
die
Kompetenzen
in
einem
Prozess
der
Leistungsidentifikation
einer
Person
in
einer
bestimmten
Situation
und
der
Qualittsbewertung
der
Ausfhrung
festzustellen.
Auf
diese
Weise
kann
das
Vintage-Projekt
auf
einige
Beispiele
der
Kompetenzfeststellung
zurckgreifen,
in
denen
Kompetenzen
in
bereinstimmung
mit
der
Fhigkeit,
in
einem
bestimmten
Kontext
und
einer
sozialen
Situation
zu
handeln,
bewertet
werden
(siehe
auch
Vintage-Untersuchung:
State
of
the
art
of
competences
and
assessment
in
Europe,
S.
11;
13).
Der
gewhlte
Ansatz
zur
Feststellung
von
Lernergebnissen
und
Kompetenzen
wird
von
Untersuchungen
gesttzt,
die
die
Wichtigkeit
der
Leistungsseite
whrend
der
Anwendung
von
(Schlssel-)Kompetenzen
im
Bereich
der
Bildung
und
des
lebenslangen
Lernens
hervorheben.
Der
Vintage-Untersuchungsbericht
zum
Forschungsstand
nennt
beispielsweise
die
im
Jahr
2002
verffentlichten
Ergebnisse
von
Heylen
F.
Dochy,
in
denen
eine
Vielzahl
Bedingungen
vorgeschlagen
werden,
die
in
einer
kompetenzorientierten
Feststellung
erfllt
sein
sollen,
so
zum
Beispiel:
1.
die
Wissensbildung,
nicht
die
Reproduktion,
ist
ein
Muss;
2.
das
Ziel
der
Feststellung
sind
Grundkenntnisse
sowie
die
Anwendung
von
Wissen
und
Fhigkeiten;
3.
es
sollten
authentische
oder
lebensechte
Situationen
verwendet
werden,
wie
z.B.
konkrete
Flle
bzw.
Probleme
(berarbeiteter
Vintage-Forschungsartikel
September
2013,
Seite
9).
Der
Vintage-Rahmen
zur
Feststellung
knpft
an
diese
Ergebnisse
und
Anstze
an
und
strebt
einen
innovativen
Ansatz
zur
Feststellung
der
(Schlssel-)Kompetenzleistung
an.
Der
Aufbau
und
der
Prozess
der
Vintage-Feststellung
schreiben
dem
Nutzer
eine
aktive
Rolle
zu,
indem
man
an
die
Verantwortung
und
Selbstndigkeit
des
Nutzers
im
Bewertungsprozess
appelliert,
der
sich
an
die
selbstreflexive
Einstellung
und
Fhigkeiten
des
erwachsenen
Lernenden
lehnt.
Die
Einbindung
des
Nutzers
auf
solch
eine
aktive
und
verantwortungsbewusste
Art
und
Weise
verbessert
darber
hinaus
die
Kompetenz
der
Selbsteinschtzung
und
zielt
auf
eine
Motivationssteigerung
seitens
des
Teilnehmers
ab
und
untersttzt
die
Idee
der
Selbstbestimmtheit
des
lebenslangen
Lernens.
Dieser
Ansatz
ist
eine
innovative
Alternative
zu
Multiple-Choice-Fragebgen,
deren
Fragen
und
Ergebnisse
bei
der
Selbstevaluation
von
Kompetenzen
ausschlielich
auf
Wissen
ausgerichtet
sind.
76
Der
Nutzer
des
Vintage-Tools
zur
Selbsteinschtzung
erhlt
whrend
des
gesamten
Prozesses
zur
Selbsteinschtzung
Hilfestellungen,
welche
Schritte
gemacht
werden
mssen
und
um
eine
klare
Vorgehensweise
zu
gewhrleisten,
um
sich
vollkommen
auf
den
eigentlichen
Prozess
konzentrieren
zu
knnen.
77
handhaben
ist,
wurde
ein
dreigradiger
Ansatz
als
zu
gering
angesehen,
um
dem
potentiellen
Nutzer
die
Mglichkeit
zu
geben,
sich
selbst
einschtzen
zu
knnen.
Fnf
Kompetenzniveaus
hingegen
ermglichen
eine
verstndliche
Anwendung
der
Selbsteinschtzung
und
bieten
gleichzeitig
eine
ausreichend
detaillierte
Differenzierung,
um
dem
Nutzer
ein
nachvollziehbares
und
motivierendes
Ergebnis
zu
liefern.
Mit
Hauptaugenmerk
auf
die
Leistungserbringung
in
den
Kompetenzen
verfolgt
die
Vintage-
Feststellung
der
8
Schlsselkompetenzen
einen
breiteren
Ansatz
und
weist
einen
Mehrwert
im
Vergleich
zu
bestehenden
Beispielen
auf.
Sie
konzentriert
sich
auf
die
eigentliche
Leistung
oder,
besser
gesagt,
aufgrund
der
Prmisse
des
Selbsteinschtzungstools,
auf
die
Nachvollziehbarkeit
der
Leistung
einer
Person
und
somit
auf
das
Anknpfen
an
vergangene
Erfahrungen
einer
Person,
die
in
formalen,
nichtformalen
und
informalen
Lernumgebungen
gemacht
wurden.
Was
die
Ebenen
und
die
Kritierien
betrifft,
die
den
Grad
der
Beherrschung
der
Leistung
einer
Person
in
einer
Schlsselkompetenz
bestimmen,
wurde
Folgendes
auf
der
Grundlage
der
Untersuchungsergebnisse
beschlossen.
Die
Leistungserbringung
einer
Kompetenz
wird
durch
die
Komplexitt
der
Situation,
in
der
die
Leistung
oder
Aufgabe
erbracht
wird,
sowie
wie
deren
Qualitt
bestimmt.
Es
wurden
folgende
Variablen,
die
die
Hhe
der
Komplexitt
beeinflussen,
identifiziert
und
innerhalb
der
Vintage-Partnerschaft
festgelegt
(sie
haben
dabei
keine
bestimmte
Reihenfolge
oder
unterschiedliche
Gewichtung):
Verantwortlichkeit/Rechenschaftspflicht
Auf
Grundlage
dieser
Variablen
wurden
die
folgenden
Grade
der
Komplexittsindikatoren
mit
zunehmender
Komplexitt
fr
die
Vintage-Grade
der
Beherrschung
entwickelt:
78
Kontext
in der eine Person eine Leistung vollbringt; der Kontext kann eine
Grad
bentigt.
Als
zweite
Ebene
wird
die
Erweiterung
der
Qualitt
bzw.
die
Qualittsstufe
gesehen,
die
die
Kompetenzleistung
einer
Person
bestimmt.
Das
Vintage-Projekt
weist
den
Elementen
und
Kriterien,
die
bei
der
Entscheidung
ber
die
Qualitt
einer
Kompetenzleistung
in
Erwgung
gezogen
mssen,
die
Themen
zu,
die
im
2010
von
der
Europischen
Kommission
verffentlichten
Europischen
Referenzrahmen
fr
Schlsselkompetenzen
fr
lebenslanges
Lernen
genannt
werden,
und
die
als
in
einer
der
8
Schlsselqualifikation
vorkommenden
Qualitten
verstanden
werden
(Key
competence
for
lifelong
learning
European
reference
framework,
Seite
5).
Dies
findet
in
den
ersten
sieben
Kriterien
Anwendung,
drei
weitere
Kriterien
wurden
hinzugefgt
und
von
den
Vintage-
Partnern
hinsichtlich
der
Qualittsbestimmung
einer
Kompetenzleistung
als
gleichwertig
angesehen:
1.
Kritisches Denken
(spiegelt
die
persnlichen
Handlungen
wider,
zieht
Alternativen
in
Erwgung,
sttzt
sich
auf
Theorien/Erfahrungen/Belege)
2.
Kreativitt
79
Initiative
(sieht
Chancen,
macht
den
ersten
Schritt,
entwickelt
neue
Ideen,
stellt
sich
neuen
Aufgaben)
4.
Problemlsung
(ist
an
der
Problemlsung
beteiligt,
berwindet
Hindernisse,
handelt
strategisch,
findet
neue
Lsungen)
5.
Risikobewertung
(ist
sich
der
damit
verbundenen
Risken
bewusst,
geht
Risiken
ein,
wgt
die
Risiken
vor
dem
Handeln
ab)
6.
Entscheidungsfindung
(behlt
gute
Laune,
berwindet
Frustration
problemlos,
erhlt
das
Energieniveau
und
die
Motivation
aufrecht)
8.
(hat
gengend
Hintergrund-
und
Fachwissen,
um
mit
der
Situation
umzugehen;
wei,
wann
von
seinem
Fachwissen
Gebrauch
gemacht
werden
muss)
9.
Effektivitt
(erledigt
Aufgaben,
die
gemacht
werden
mssen;
ist
in
der
Lage
der
Situation
entsprechend
zu
handeln)
10.
Einfluss
(realisiert
Dinge,
wandelt
Aktivitten
in
Erfolge
um,
bringt
Dinge
zum
Funktionieren)
Der
Aufbau
des
Vintage-Feststellungstools
bewertet
daher
die
Leistung
in
den
8
Schlsselkompetenzen
in
5
Beherrschungsgraden.
Die
Gliederung
der
fnf
Stufen
mit
steigender
kontextualisierter
Komplexitt
und
Qualitt
bietet
zum
einen
eine
differenzierte
Einschtzung
der
Leistung
und
zum
anderen
ein
verstndliches
Evaluationsprofil
fr
die
Zielgruppe
von
Menschen
in
der
Erwachsenenbildung.
80
Und
dennoch
sieht
der
endgltige
Rahmenplan
nur
vier
Qualittsebenen
vor.
Die
ersten
Testlufe
haben
ergeben,
dass
zehn
Qualittsebenen
einen
zu
groen
Arbeits-
und
Zeitaufwand
fr
eine
effektive
Durchfhrung
des
Selbsteinschtzungsprozesses
bedeutet
htten.
Deshalb
wurden
die
ursprnglichen
zehn
Ebenen
auf
die
folgenden
vier
gekrzt,
die
jedoch
smtliche
Originalebenen
beinhalten:
9. Nachdenklichkeit:
eine
reflektierte
Haltung
ist
eine
Kombination
aus
kritischem
Denken
und
der
Haltung
gegenber
Problemlsungen.
10. Selbstndigkeit:
eine
selbstndige
Haltung
ist
eine
Kombination
aus
Kreativitt
und
Eigeninitiative.
11. Selbstverwaltung:
Selbstverwaltung
ist
eine
Kombination
aus
Risikobewertung,
Entscheidungsfindung,
konstruktiver
Umgang
mit
Gefhlen
und
der
angemessene
Umgang
mit
Ressourcen.
12. Effektivitt:
Effektivitt
ist
eine
Kombination
von
Effektivitt
und
Einfluss.
Fr
jede
der
aufgefhrten
Ebenen
begleiten
spezielle
Kontrollfragen
den
Nutzer
bei
der
Bewertung
der
Leistungsqualitt
in
einer
vorgegebenen
Situation,
indem
das
Verhalten
auf
einer
Skala
von
1
(niedrig)
und
5
(hoch)
eingestuft
wird.
81
82
Einstellungen
beinhalten.
Unter
anderem
wird
dadurch
die
Wichtigkeit
und
die
Bedeutung
des
lebenslangen
Lernens
unterstrichen,
egal
ob
es
sich
dabei
um
formale,
nichtformale
und
informale
Lernumgebungen
handelt.
Darber
hinaus
wird
dem
Nutzer
eine
aktive
Rolle
zugeschrieben,
bei
der
seine
Fhigkeiten
zur
Reflexion
und
Kompetenzen
zur
Selbsteinschtzung
abgerufen
und
verbessert
werden.
Dieser
Ansatz
ist
eine
innovative
Alternative
zu
Multiple-Choice-Fragebgen,
deren
Fragen
und
Ergebnisse
bei
der
Selbstevaluation
von
Kompetenzen
ausschlielich
auf
Wissen
ausgerichtet
sind.
Eine
zustzliche
Funktion
des
Feststellungstools
gibt
dem
Nutzer
die
Mglichkeit
sich
Notizen
zu
machen
und
die
bereits
erlebten
Situationen
und
Ereignisse,
in
denen
er
die
spezielle
Kompetenz
angewendet
hat,
zu
beschreiben.
Das
untersttzt
den
Teilnehmer
beim
Reflektieren,
indem
die
eigenen
Erfahrungen
identifiziert
und
mit
der
im
Feststellungsprozess
prsentierten
Beispielsituation
in
Verbindung
gebracht
werden.
Indem
diese
Notizen
im
Vintage-Portfolio
des
Nutzers
abgelegt
werden,
kann
dieser
eine
Sammlung
von
Leistungsnachweisen
in
den
Schlsselkompetenzen
whrend
der
Selbsteinschtzung
aufbauen.
Das
bietet
dem
Portfolio
einen
Zusatznutzen
und
untersttzt
somit
den
Teilnehmer
in
der
Wahrnehmung
seiner
eigenen
Erfahrungen,
den
bereits
erworbenen
Kompetenzen,
aber
auch
dem
Wie
und
Wo
des
Erwerbs.
Zusammenfassend
kann
der
Entwurf
und
die
Entwicklung
der
Vintage-
83
die
von
PLATO
erfassten
Dokumente:
die
Einfhrung
in
die
Untersuchung
vom
Juni
2013
und
eine
Beschreibungsliste
der
Schlsselkompetenzen;
Abb.
1
Bildung
von
Clustern
von
SK
Die
Beschreibung
jeder
der
8
Schlsselkompetenzen
besteht
aus
der
Entwicklung
einer
Matrix
(oder
eines
Plans),
der
fr
die
Gestaltung
des
konzeptuellen
Rahmenplans
fr
die
Selbsteinschtzung
notwendig
ist.
Jede
der
Schlsselkompetenzen
kann
als
84
Abbildung
1
zeigt
die
Darstellung
eines
logischen
Prozesses
der
Analyse
von
Schlsselkompetenzen
in
Indikatoren
und
Deskriptoren.
Nimmt
man
die
SK4
(Computerkompetenz)
als
Beispiel,
kann
der
Gesamtprozess
wie
folgt
beschrieben
werden:
A.
Identifikation
der
Kompetenzcluster
(oder
Bereiche),
die
Kompetenzgruppen
sind.
Die
identifizierten
Cluster
sind:
Information,
Kommunikation,
Erstellung
von
Inhalten,
Sicherheit
und
Problemlsung.
B.
Feststellung
der
Indikatoren
fr
jedes
Cluster,
was
bedeutet
die
zu
jedem
Cluster
gehrende
Gruppenkompetenz
zu
identifizieren.
Zum
Beispiel
haben
wir
4
Kompetenzen
im
Cluster
Erstellung
von
Inhalten
ermittelt:
Entwicklung
von
Inhalten,
Integration
und
Weiterverarbeitung,
Urheberrecht
und
Lizenzen
sowie
Programmierung.
C.
Beschreibung
der
Fhigkeiten,
Aufgaben
und
Aktivitten,
die
mit
jedem
Indikator
in
Verbindung
stehen.
Dieses
Beispiel
bezieht
sich
auf
die
vom
GFS
fr
Computerkompetenz,
DIGCOMP
erstellte
Matrix:
Die
Rahmenbedingungen
zur
Entwicklung
und
zum
Verstndnis
der
digitalen
Kompetenz
in
Europa
(2013).
Der
gleiche
Ansatz
wird
bei
allen
8
Schlsselkompetenzen
angewendet,
bei
der
sich
jede
auf
ein
europaweites,
hnliches
und
offizielles
Dokument
bezieht.
beschriebenen
Feststellungsgegenstnde
besteht
der
Vintage-
Einfhungsseite
erscheint,
sobald
der
Nutzer
das
Vintage-Tool
zur
Kompetenzfeststellung
aufruft.
Auf
der
Startseite
wird
dem
Nutzer
erklrt:
85
86
Feststellung
und
der
Zuverlssigkeit
der
teilweisen
oder
vollstndigen
Feststellung
knnen
hier
nachgelesen
werden.
Am
Ende
des
Feststellungsprozesses
wird
ein
Profil
der
bewerteten
Schlsselkompetenzen
zur
Verfgung
gestellt.
Das
Kompetenzprofil
wird
als
Grundlage
fr
das
Vintage-
Onlineportfolio
verwendet,
das
zustzliche
Funktionen
bietet.
Um
mehr
ber
die
zustzlichen
Funktionen
des
Feststellungstools
und
das
Portfolio
zu
erfahren,
bitte
hier
weiterlesen.
Das
VINTAGE-Feststellungstool
besteht
aus
5
Graden
der
Beherrschung
der
8
Schlsselkompetenzen
der
EU.
Um
zu
entscheiden,
bei
welchem
Grad
der
Beherrschung
in
das
Tool
eingestiegen
werden
soll,
bitte
die
folgenden
Schritte
durchfhren.
1.
Sie
knnen
das
VINTAGE-Tool
hier
aufrufen.
87
dem
Nutzer
fnf
allgemeine
Situationen
prsentiert,
von
denen
er
diejenige
auswhlen
soll,
mit
der
die
eigene
Fhigkeit
bei
dieser
speziellen
Kompetenz
am
ehesten
zu
identifizieren
ist.
Diese
fnf
Situationen
entsprechen
einer
logischen
Reihenfolge,
die
einen
zunehmenden
Grad
an
Fachwissen
von
niedrig
(Grad
1)
bis
hoch
(Grad
5)
widerspiegeln
und
die
im
folgenden
berblick
zum
besseren
Verstndnis
kurz
erlutert
werden:
Grad
1:
Kann
ich
mit
Untersttzung
anderer,
in
einem
mir
bekannten
Kontext
Grad
2:
Kann
ich
selbststndig
in
einem
mir
bekannten
Kontext
&
ich
kann
zwischen
Handlungen/Anstzen
whlen
Grad
3:
Kann
ich
in
unterschiedlichen
Kontexten
&
ich
kann
Handlungen/Anstze
kombinieren
&
gestalten
Grad
4:
Kann
ich
in
unterschiedlichen,
auch
mir
unbekannten
Kontexten
&
ich
kann
Handlungen/Anstze
verbessern
und
erweitern
Grad
5:
Kann
ich
in
allen,
auch
mir
unbekannten
Kontexten
&
ich
kann
Handlungen/Anstze
anderen
erklren
Die
Beherrschungsgrade
folgen
einer
logischen
Reihenfolge,
die
darber
hinaus
einen
zunehmenden
Grad
kontextueller
Komplexitt
aufweisen:
Die
Auswahl
des
Beherrschungsgrades
ist
der
Ausgangspunkt
der
Selbsteinschtzung,
es
gibt
diesbezglich
keinen
externen
Bewerter
oder
ein
System,
dass
die
Grade
oder
Stufen
zuweist.
Der
erste
Schritt
zur
Einschtzung
der
eigenen
Schlsselkompetenz
erfolgt
durch
den
Nutzer.
Dadurch
wird
der
Nutzer
letztendlich
zu
einem
Grad
der
Kompetenzleistung
88
89
Dieser
einfhrende
Prozess
zur
Voreinschtzung
fhrt
den
Nutzer
von
einem
ersten
Schritt
der
auf
sich
selbst
bezogenen
Kompetenzen
zu
einem
bestimmten
Grad
der
Beherrschung
bis
hin
zu
einem
fortgeschrittenen
Grad
der
Selbsteinschtzung,
der
eine
hhere
und
komplexere
Selbstreflexion
verlangt,
wenn
die
eigenen
Erfahrungen
auf
die
vorgegebenen
Beispiele
reflektiert
werden
sollen
oder
wenn
die
eigenen
Gedanken
auf
die
vorgegebenen
Situationen
im
folgenden
Verlauf
der
Feststellung
projiziert
werden
sollen.
Mithilfe
dieses
Prozesses
wird
die
Aktivierung
des
evokativen
Gedchtnisses
und
ein
Identifikationsprozess
mit
Beispielsituationen
von
Kompetenzleistungen
untersttzt.
Nachdem
er
sich
selbst
einem
Grad
der
Beherrschung
zugeordnet
hat,
beginnt
der
Nutzer
den
Feststellungsprozess
und
fngt
an,
seine
Leistungen
in
Hinblick
auf
den
gewhlten
Beherrschungsgrad
in
einer
bestimmten,
gewhlten
Schlsselkompetenz
einzuschtzen.
90
91
Lesen
Sie
die
Situationen
und
rufen
Sie
Ihr
Verhalten
in
vergleichbaren
Situationen
aus
Ihrem
Leben
ins
Gedchtnis.Lesen
Sie
die
Situationen
und
rufen
Sie
Ihr
Verhalten
in
vergleichbaren
Situationen
aus
Ihrem
Leben
ins
Gedchtnis.
Sie
knnen
sich
auf
vergangene
Erfahrungen
beziehen,
an
der
vorgestellten
Situation
orientieren
und
sich
in
diese
eindenken
oder
eine
vergleichbare
Situation
bercksichtigen.
Was
wrden
Sie
tun?
Wie
wrden
Sie
reagieren?
Konzentrieren
Sie
sich
auf
die
Abfolge
Ihrer
Handlungen.
Bringen
Sie
sie
in
eine
logische
Reihenfolge
und
beschreiben
Sie.
Sie
knnen
die
STAR-Technik
verwenden:
Situation,
Task
(Ziel),
Aktion,
Result
(Ergebnis).
Nutzen
Sie
die
STAR-Technik.
Das
STAR
(Situation,
Task,
Action,
Result)
Format
ist
eine
Technik
zum
Sammeln
aller
fr
eine
Situation
relevanten
Informationen.
Situation:
Die
Situation,
in
der
Sie
sich
befinden.
Task
(Ziel):
Was
mussten
Sie
in
dieser
Situation
erreichen?
Action
(Aktion):
Was
haben
Sie
getan,
warum,
was
waren
die
Alternativen?
Results
(Ergebnisse):
Was
waren
die
Folgen
Ihrer
Handlungen?
Was
haben
Sie
durch
Ihre
Handlungen
erreicht,
haben
Sie
die
Ziele
erreicht?
Was
haben
Sie
von
dieser
Erfahrung
gelernt
und
haben
Sie
das
Gelernte
seitdem
genutzt?
Beschreiben
Sie
eine
Ihrer
Leistungen,
die
Sie
in
diesem
Kompetenzbereich
fr
den
gewhlten
Beherrschungsgrad
erbracht
haben,
indem
Sie
die
oben
aufgefhrten
Beispiele/Flle
nutzen:
Gem
des
gewhlten
Grades
der
Beherrschung,
wird
der
Nutzer
eine
andere
Situation
whlen:
92
Level
1:
Ich
nutze
Gerte
und
Technologien
zur
digitalen
Kommunikation
(TV,
Telefon,
Tablet-PC,
PC,
Geldautomat,
Internet,
Skype
etc.),
wenn
ntig.
Level
2:
Ich
nutze
die
grundlegenden
Funktionen
der
Gerte
und
Technologien
zur
digitalen
Kommunikation
tglich
zum
Spa,
fr
alltgliche
Aufgaben
zu
Hause
oder
fr
meinen
Job.
Level
3:
Ich
bin
ein
kompetenter
tglicher
Nutzer
der
Gerte
und
Technologien
zur
digitalen
Kommunikation.
Ich
nutze
diese
in
meiner
Freizeit,
fr
Aufgaben
zu
Hause
oder
fr
meinen
Job.
Ich
kann
diese
Gerte
gem
meinen
Vorlieben
einrichten
und
personalisieren.
Level
4:
Ich
nutze
die
Gerte
und
Technologien
zur
digitalen
Kommunikation
tglich
in
meiner
Freizeit,
fr
Aufgaben
zu
Hause
oder
fr
meinen
Job.
Ich
kann
diese
Gerte
gem
meinen
Vorlieben
einrichten
und
personalisieren.
Ich
kann
eigenstndig
Probleme
lsen
und
stelle
mich
Herausforderungen
wie
dem
Umgang
mit
Gerten
und
Software
und
der
Modifizierung
und
Verbesserung
ihrer
Funktionen.
Level
5:
Ich
kann
andere
Menschen
untersttzen,
ich
kann
erklren,
wie
Gerte
und
Technologien
zur
digitalen
Kommunikation
genutzt
werden,
wie
sie
individuell
eingerichtet
werden,
wie
Probleme
gelst
und
Herausforderungen
angegangen
werden.
Der
Nutzer
fhrt
mglicherweise
auf
die
gleiche
Weise
mit
allen
vorgegebenen
Situationen
einer
Schlsselkompetenz
auf
einer
oder
mehreren
Stufen
fort.
Nach
dem
Lesen
und
Reflektieren
des
vorgegebenen
Beispiels
einer
Leistung
in
einer
Schlsselkompetenz
in
einem
bestimmten
Bereich
auf
einer
bestimmten
Stufe
wird
der
Nutzer
gebeten
seine
persnliche
Leistung
einzuschtzen.
Dies
wird
in
bereinstimmung
mit
den
Qualittsebenen
gemacht,
die
durch
die
Kontrollfragen
gestellt
werden.
Ein
Orientierungstext
weist
den
Nutzer
noch
einmal
auf
das
gewhlte
Feld
in
der
gewhlten
Schlsselkompetenz
hin.
Der
Nutzer
wird
dann
gebeten,
die
im
vorherigen
Schritt
ins
Gedchtnis
gerufene
Leistung
in
Betracht
zu
ziehen,
um
das
eigene
Verhalten
gem
der
Qualittsgrade
auf
einer
Skala
von
1
(niedrig)
bis
5
(hoch)
zu
bewerten.
Er
wird
gebeten,
das
Verhalten
auf
einer
fnfstufigen
Skala
in
4
Qualittsbereichen
zu
bewerten.
93
Die
folgenden
Kontrollfragen
helfen
dem
Nutzer
dabei,
die
Qualitt
der
Leistung
auf
einer
Skala
von
1
(niedrigste)
bis
5
(hchste)
einzustufen.
Zur
Nachdenklichkeit:
Wie
bewerten
Sie
Ihre
Haltung
dazu,
Ihre
Handlungen
zu
reflektieren,
whrend
Sie
einen
Prozess
durchlaufen?
Handeln
Sie
unbewusst?
Zur
Selbstndigkeit:
Wie
bewerten
Sie
Ihre
Haltung
dazu,
neue
Vorschlge
zu
unterbreiten,
neue
Handlungen/Dinge
zu
erfinden?
Zur
Selbstverwaltung:
Wie
bewerten
Sie
Ihre
Haltung
dazu,
neue
Mglichkeiten
zu
sehen,
den
ersten
Schritt
zu
machen,
sich
neue
Ideen
auszudenken?
Zur
Effektivitt:
Wie
bewerten
Sie
Ihre
Haltung
dazu,
Probleme
zu
lsen,
Hindernisse
zu
berwinden?
Der
gleiche
Prozess
muss
fr
jeden
Kompetenzbereich
wiederholt
werden,
von
denen
alle
bewertet
werden
sollten,
um
ein
vollstndiges
Ergebnis
zu
erzielen.
Fr
jede
Kompetenz
wird
nach
Ende
der
Selbsteinschtzung
eine
Beschreibung
des
Kompetenzprofils
ausgegeben,
das
sich
aus
der
Kombination
vom
Grad
der
Beherrschung
und
der
geuerten
Qualitt
smtlicher
Kompetenzbereiche
ergibt.
DAS
KOMPETENZPROFIL
94
Die
Feedbacks
und
die
Profilbeschreibung
der
Schlsselkompetenz
basieren
auf
den
Punktezahlen,
die
den
Qualitten
fr
jeden
Bereich
zugeordnet
wurden.
Das
Feedback
wird
fr
jeden
Bereich
der
bewerteten
Kompetenz
erstellt
und
auf
Grundlage
der
fr
jede
Qualitt
fr
diesen
speziellen
Bereich
zugewiesenen
Punktezahlen
berechnet.
Das
Feedback
beinhaltet
auch
eine
berprfung
des
gewhlten
Beherrschungsgrades,
die
hervorhebt,
ob
der
gewhlte
Grad
der
richtige
war
oder
nicht.
Das
Schlsselkompetenzprofil
wird
auf
Grundlage
der
Gesamtpunktzahl,
die
den
verschiedenen
Qualitten
fr
alle
Bereiche
zugeordnet
wurde,
generiert.
Der
Nutzer
erhlt
das
Schlsselkompetenzprofil
erst,
wenn
die
Selbsteinschtzung
fr
smtliche
Bereiche/Bereiche
der
gewhlten
Kompetenz
vollstndig
vorliegen.
Eine
allgemeine
Nachricht
fasst
die
Ergebnisse
der
Feststellung
zusammen.
Z.
B.
fr
SK1
Muttersprachliche
Kompetenz
ist
die
Fhigkeit,
Konzepte,
Gedanken,
Gefhle,
Tatsachen
und
Meinungen
sowohl
mndlich
als
auch
schriftlich
ausdrcken
und
interpretieren
zu
knnen
(hren,
sprechen,
lesen
und
schreiben)
und
sprachlich
angemessen
und
kreativ
in
allen
gesellschaftlichen
und
kulturellen
Kontexten;
in
den
Bereichen
Bildung
und
Weiterbildung,
Beruf,
Zuhause
und
Freizeit
darauf
zu
reagieren.
Das
VINTAGE-Projekt
SK1
umfasst
fnf
Felder:
11. Hren
12. Lesen
13. Sprechen/mndliche
Interaktion
14. Sprechen/mndliche
Produktion
15. Schreiben
Dieses
Profiltool
stellt
auf
Sie
persnlich
zugeschnittene
Kommentare
zu
Ihrer
Selbsteinschtzung
der
SK1
und
die
damit
verbundenen
Bereiche,
die
Sie
ausgefllt
haben,
bereit.
Das
unten
zur
Verfgung
gestellte
Feedback
wird
aus
den
bisher
von
Ihnen
gemachten
Antworten
generiert.
Das
auf
einen
bestimmten
Bereich
zugeschnittene
Feedback
konzentiert
sich
auf
jeden
einzeln
bewerteten
Bereich,
z.
B.
fr
SK1
Hren:
95
Das
Hrverstndnis
bezieht
sich
insbesondere
auf
Kommunikationsprozesse,
die
das
Aufnehmen
und
Interpretieren
von
gesprochenen
Botschaften
beinhalten.
Die
Leistungserwartungen
hngen
vom
Grad
der
Beherrschung
ab,
den
Sie
whrend
Ihrer
Selbsteinschtzung
gewhlt
haben.
Fr
diesen
bestimmten
Bereich
sind
die
Leistungserwartungen:
11. Verstndnis
einzelner
Stze
und
der
gebruchlichsten
Wrter.
12. Verstndnis
der
Hauptpunkte
in
gesprochener
Standardsprache
in
allen
Bereichen.
13. Verstndnis
lngerer
Redebeitrge
in
einem
vertrauten
Kontext
und
Folgen
verschiedener
Argumentation.
14. Verstndnis
lngerer
Redebeitrge
in
einem
unbekannten
Kontext.
15. Verstndnis
smtlicher
Nuancen
gesprochener
Sprache
in
allen
Sachverhalten.
Sehen
Sie
sich
Ihren
Durchschnitt
der
Qualitt
(Nachdenklichkeit,
Selbstndigkeit,
Selbstverwaltung,
Effektivitt)
fr
diesen
Bereich
an.
Die
Punktezahl
sagt
Folgendes
aus:
-
3:
Sie
haben
ein
gutes
Ergebnis
erzielt.
Ihre
Kompetenz
auf
diesem
Gebiet
stimmt
vollkommen
mit
dem
von
Ihnen
gewhlten
Beherrschungsgrad
berein.
Unabhngig
davon,
welche
Punktzahl
Sie
fr
den
von
Ihnen
fr
die
Selbsteinschtzung
gewhlten
Beherrschungsgrad
erreicht
haben,
wird
empfohlen,
Ihre
Selbsteinschtzung
und
Ihre
Punktezahlen
mit
Ihren
Kollegen,
Ihrem
Vorgesetzten
und/oder
Lehrer
zu
besprechen,
96
Nehmen
Sie
sich
Zeit
und
hren
Sie
Diskussionen
innerhalb
Ihrer
Familie
und
Ihres
Freundeskreises
zu,
hren
Sie
Radio
oder
Nachrichten
im
Fernsehen.
Das
hilft
Ihnen
dabei,
sich
mit
den
Lauten
und
den
Redewendungen
Ihrer
eigenen
Muttersprache
vertraut
zu
machen.
Nehmen
Sie
Kontakt
zu
Menschen
auf,
die
Ihre
Muttersprache
sprechen,
stellen
Sie
Fragen
und
diskutieren
Sie
mit
Ihnen
Ihre
Zweifel,
die
das
Hrverstndnis
betreffen,
machen
Sie
sich
soziale
Netzwerke
zum
Nutzen.
ben
Sie
Ihr
Hrverstndnis,
im
Fernsehen
oder
im
Radio
in
Verbindung
mit
Ihren
Interessengebiet
das
kann
beispielsweise
Sport,
Kochen
oder
TV-Serien
sein.
Probieren
Sie
verschiedene
digitale
Gerte
aus,
die
die
korrekte
Aussprache
von
Wrtern
wiedergeben,
wie
beispielsweise
Onlinewrterbcher,
YouTube
etc.
Anmerkung:
Es
ist
mglichweise
sinnvoll
die
Profilbeschreibung
aus
Ihrer
Selbsteinschtzung
in
Ihren
Lebenslauf
einzufgen,
vorausgesetzt
Sie
knnen
diese
Beschreibung
durch
Nachweise
Ihrer
Kompetenz
untermauern.
97
Falls
der
Nutzer
nicht
gengend
Antworten
bereitstellt,
zeigt
das
Tool
eine
Meldung
an,
in
der
der
Nutzer
aufgefordert
wird,
den
Feststellungsprozess
zu
vervollstndigen,
z.
B.:
Sie
haben
das
Vintage-Tool
zur
Selbsteinschtzung
der
Schlsselkompetenz
genutzt
und
die
Schlsselkompetenz
NUMMER:
KOMPETENZNAME
gewhlt.
Leider
haben
Sie
dem
Tool
bisher
nicht
gengend
Antworten
zur
Verfgung
gestellt,
um
ein
detailliertes
Feedback
erstellen
zu
knnen.
Wenn
Sie
ein
Feedback
wnschen,
empfehlen
wir
Ihnen,
das
Feststellungstool
erneut
aufzurufen
und
die
Selbsteinschtzung
zu
vervollstndigen.
Die
allgemeinen
Hinweise,
die
spezifischen
Feedbacks
der
einzelnen
Bereiche
und
das
Schlsselkompetenzprofil
sind
dem
Anhang
beigefgt.
Referenzen
Ala-Mutka,
K.
(2011).
Mapping
Digital
Competence:
Towards
a
Conceptual
Understanding.
JRC.
Luxembourg:
European
Commission.
Baker,
W.
(2012).
From
cultural
awareness
to
intercultural
awareness:
culture
in
ELT.
ELT
Journal,
Volume
66,
(1);
Bretschneider,
Markus
(DIE):
Die
wachsende
Bedeutung
der
Sichtbarmachung
und
Anerkennung
informellen
Lernens.
Bonn
2006.
Byram,
M.
(2012)
Language
awareness
and
(critical)
cultural
awareness
relationships,
comparisons
and
contrasts.
Language
Awareness,
21
(12);
Cedefop,
European
Commission,
The
European
CV,
2004
https://europass.cedefop.europa.eu/de/documents/curriculum-vitae
Cedefop,
European
Guide
Lines
for
validating
non
formal
and
informal
learning,
Luxembourg:
Office
for
Official
Publications
of
the
European
Communities,
2009.
Cedefop,
Terminology
of
European
Education
and
training
Policy
-
a
selection
of
hundred
key
words,
Thessaloniki/Luxembourg,
2008.
98
Clifford
M.,
Wilson
M.,
Contextual
Teaching,
Professional
Learning,
and
Student
Experiences:
Lessons
Learned
from
Implementation,
Educational
Brief
n.
2,
Madison:
Center
on
Education
and
Work,
University
of
Wisconsin-Madison,
2000.
Dunaway,
K.
E.,
Morrow,
J.A.
&
Porter,
B.
E.,
(2012).
Development
and
Validation
of
the
Cultural
Competence
of
Program
Evaluators
(CCPE)
Self-Report
Scale.
American
Journal
of
Evaluation,
33,
496;
European
Comission
(2008).
EQF
-
European
Qualifications
Framework.
European
Commission
(2007).
Key
Competences
for
lifelong
learning
European
Reference
Framework.
Luxembourg:
Office
for
Official
Publications
of
the
European
Communities
http://ec.europa.eu/dgs/education_culture/publ/pdf/ll-learning/keycomp_en.pdf
European
Commission
(2010).
Key
Competences
for
Life
Long
Learning,
European
Reference
Framework.
European
Commission
(2010b).
Draft
Background
Paper
for
the
Belgian
Presidency
meeting
for
Directors-General
for
school
education.
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