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1 Dr. Steffen Kersten Facuty of Education, Institute for Vocational Education Control and evaluation of learning outcomes - Models of personality Vocational Education

2 Functions of monitoring and assessment of learning outcomes Operationalization of learning outcomes Unit 3 Unit 1 Unit 2 Models of personality Method of monitoring of learning outcomes Unit 4 Unit 5 Assessment of learning outcomes Folie 2

3 职业教育中检测和评定学习成绩的功能和作用学习成果的实践性单元 3 单元 1 单元 2 学生的个性评估学习成果的方法单元 4 单元 5 评价学生学习的成效 Folie 3

4 Basics of efficiency control and evaluation in the process of learning Objectives of the study modules Legal Basis Personality Dispositions - Personality traits - Qualifications - Competencies Act Purpose of efficiency control and evaluation Quality of the act in specific situation by the behavior - Course of act (dynamic aspect) - Act result (static aspect) Comparison with expectation scale and inference Recording the performance characteristics

5 总结和评定成绩的基本原理个体特征 - 个性特征 - 资格技能 - 能力推断在评定成绩过程中个体的行为决定其行为质量 - 行为过程 ( 动态方面 ) - 行为结果 ( 静态方面 ) 应该评估哪些个体特征? 个性模式 Models of personality 确定评定成绩的标准哪些行为是适宜的? 行为的种类和要求 kinds of acts 哪些方法可用于评定成绩? 检测方法 Control procedures Folie 5

6 Learning objective 学习目标的概念 1. Indication of a desired learning outcomes in the form of personality dispositions. 个人对于想要取得的预期成果的阐述 2. Statement about the planned in studying observable behavior change in students. 对学生在学习中能够达到的并且可看到的行为变化进行阐述 Folie 6

7 Target dimensions in the lesson Teacher Act target of the teacher can be characterised by his/her Dispositions of knowledge, skills, demands and will Other internal conditions of the individual Change process Learning act Act target of the learner can be characterised by the changed Dispositions of knowledge, skills, demands and will Other internal conditions of the individual

8 Functionalization of individual personality dispositions in the work process working act Performance (behavior and result)

9 Behaviourism Matters of acquisition norms, standards orders. rules, methods, algorithms, principles terms, statements theories, questions Acts working acts Observable characteristics behaviour performance Behaviourism (WATSON, SKINNER) Input attraction stimuli Black-Box Internal processes are ignored Output reaction behaviour

10 0 Matters of acqusition 1 Manner of acquisition 2 Personality traits 3 Dispositionsfunction 4 Aim of acquisition 5 Acts 6 Observable characteristics norms, standards orders. rules, methods, algorithms, principles terms, statements theories, questions as developmentguided act of acquisition of the subject needs interests attitudes convictions abilities skills knowledge knowledge volitional dispositions skills act power workig acts behaviour performance idealistic matters which exist outside of the learning subject as societal experience and knowledge didactic target areas requirements on the professionals as demands of professional activities Source: Zimmer, Neumerkel 1988

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12 要掌握的内容人格特质个性在职业中的作用和功能表现形式描述型 : 定义见解理论假设等规则型 : 规则方法算法原则等规范型 : 规范戒律指令等知识判断力技能能力自制力信念态度立场... 资格能力通过人格特质表现出来的职业素养职业行为能力塑造和重塑个性在职业中的作用和功能知识是完成职业行为所需的信息的前提条件能力是完成职业行为的主观可能条件意愿是完成职业行为的主观必要条件成绩绩效是行为的最终结果以现有的职业行为能力为基础第 Folie 11 页 12

13 Characteristics of personality Characteristics of the cognitive area Characteristics of the emotionalvolitional area Characteristics of the psychomotor area knowledge mental skills mental abilities attitudes interests ideale manual skills manual abilities Folie 13

14 个性特征认知领域的特征情感 - 意愿领域的特征精神运动学领域的特征知识才智动脑技巧态度兴趣理想等动手技巧动手能力 Folie 14

15 Key-Qualifications DAHRENDORF (1956) functional extrafunctional Qualifications KERN; SCHUMANN (1970) process-bound process-independent Qualifications MERTENS (1974) Key-Qualifications

16 Schlüsselqualifikationen Knowledge, abilities and skills, which provide immediate and not limited to certain terms, disparate practical activities, but rather the ability for a large number of positions and functions as alternative options at the same time, and the ability to deal with a sequence of (usually unforeseen) changes in requirements in the course of life. (Mertens, 1974, S. 40)

17 Approach of Key Qualifications (Mertens, 1974) Basic qualifications facilitate the vertical transfer of skills and knowledge to different contexts and uses logical thinking contructive thinking creative thinking Transversal knowledge elements components of knowledge and qualifications which form the elements of a shared knowledge basis between different contexts knowledge of measurement technology employment protection machine maintenance Horizontal qualifications enhance the ability to process information to broaden the knowledge bases and to facilitate the transferof knowledge between different knowledge domains Informed about information Processing information Vintage-Factors referred to new knowledge and abilities needed to deal with qualification gaps and changes in the requirements for skills and knowledge over time

18 Models of Kompetenz Berufliche Handlungskompetenz, is the ability and willingness of people to act in professional situations properly and professionally, personally thought out and in social responsibility as well as his possibilities for action continuously develop. (Bader 1989) Berufliche Handlungskompetenz, is the ability to recognize own responibility in relation to professional actions and to use the own qualification in this situations. (Hortsch 2006) Components of beruflicher Handlungskompetenz the factual component the methodical component the social component Folie 18

19 能力模式职业行为能力是指个人所具备的能在工作场合中理性思考后作出专业的符合实际情况的并对社会负责的行为的能力, 并能持续地完善这种行为能力 (Bader 1989) 职业行为能力是指个人所具备的能熟练运用相关职业行为并将职业资格发挥效能的能力职业行为能力的组成要素 : (Hortsch 2006) 专业知识为开展职业行为提供了必要的信息性条件方法用于实施职业行为社交促进职业行为中的各种沟通和交流, 创建各种社会关系网 Folie 19

20 Models of Kompetenz Competence as a personality dimension, "which comprehensively sentient on, thinking, willing and acting individuals during their lifelong learning and development processes relates (Tippelt/Edelmann 2004 with reference to Erpenbeck/Heyse 1999) Factual component domain-specific knowledge, skills, professional judgment to deal with the working and living processes Methodically/instrumental component Culture techniques, use of information technologies, problem-solving methods Personale component Self-confidence, identity, self-management, own reflectivity Social-communicative component Communication skills, teamwork Basic knowledge Basic knowledge in natural Sciences, social Sciences and ethics (cp.. Tippelt 2003) Folie 20

21 能力模式能力是个性的组成部分是指在某人一生的学习过程和成长过程中所体现出来的感知力思考力行动力和主观意愿的总和组成要素 : 专业方面为确保工作和日常生活能顺利进行而所需的某一特定领域的专业知识技能和判断能力个人方面自我意识自我认同自我管理自省能力 (Tippelt/Edelmann 2004 Erpenbeck/Heyse 1999) 方式 / 方法方面文化性技巧信息技术和各种解决问题的方法社交方面交际能力团队合作能力基本知识常识自然科学社会科学基本道德知识 ( 请参看. Tippelt 2003) Folie 21

22 Models of Competence Competency-Based Training Here are competencies defined "as narrowly described practical knowledge, abilities, Skills and work virtues, which must are mastered by employees in real working contexts. (Tippelt/Edelmann 2004) Qualifications are dispositions of personality features oriented/aimed at professional/vocational activities (Hortsch 2006) Earmarking, recoverability and applicability of personality traits in the work process is the essential feature of qualification. (Kersten 1995) Folie 22

23 能力模式以能力为本位的培训这里将能力理解为狭义范围内的与工作岗位紧密相关的实践性知识技能和职业道德 (Tippelt/Edelmann 2004) 职业资格是针对职业行为, 从业者应具备的相关个性 (Hortsch 2006) 职业资格的重要特征是在工作过程中表现出来的个人个性的可用性及其适用性 (Kersten 1995) Folie 23

24 Control and evaluation of learning efficiency General assessment criteria Curriculum Learner with Individual internal conditions Unit Specific criteia for assessment for a subject/a learning area Carrying out acts Ascertainment of effort Didactic request (task) including performance features (pedagogic target output/actual output comparison Determination of different classes of criteria of effort (marks) Result of assessment Dr. Steffen Kersten Folie 24

25 结合学习成效的测评来检验和评定学习成绩学生自身内部条件教学计划授课针对该职业该专业的评定标准普通的评定标准对于行为的阐述确定成绩 ( 通过其在授课过程中的表现及其学习结果 ) 教学要求 ( 任务 ) 包括各种成绩要求教育学上的预期额定值与实际值的对比确定评估的标准尺度以成绩要求的形式表现出来 ( 预期成效 ) 评定结果 Dr. Steffen Kersten Folie 25

26 Taxonomy of cognitive learning objectives by BLOOM Evaluation: The learner should be able to assess a situation. For it he should use both internal and external evaluation criteria Synthesis: The learner should be able to link issues together and to merge substantively related statements into a whole and build on this new structures and systems can. Analysis: involves the breakdown of a communication into ist constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between the ideas expressed are made explicit. Application: Learners should be able to transmit knowledge to other situations and specific event. Comprehension: represents the lowest level of understanding. It refers to a type of understanding or apprehension such that the individual knows what is being communicated an can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implications. Knowledge: The learner should be able to reproduce facts and their properties. This shall include, for example, Categories, criteria, events, words, technical terms, places, Symbols, formulas, data, people, etc. Folie 26

27 布鲁姆 (Bloom) 提出的认知性教学目标的分类 6. 评估评估 : 学生应能够根据内部的和外部的评价标准来评价事实 5. 综合 4. 分析 3. 运用综合 : 学生应能够事件或事物相互联系起来, 从内容和整体上加以分析, 并在此基础上创建新的结构和规则分析 : 学生应能够抓取信息中的重要元素, 了解各元素之间的关系, 对各元素之间的关系加以论证此外还应了解内在原理的结构运用 : 学生能将已知的知识应用在其他事物或事件上 2. 理解 1. 了解理解 : 学生应能够概括整个事件, 总结相关信息, 使用其他方式解释说明事实情况 ( 比如, 使用方程式图表 ) 或者由此推导出其含义及其隐含的结果了解 : 学生应能够把事实及其特点进行复述比如 : 类别标准事件词语技术概念地点标志方程式数据人物等 Folie 27

28 Taxonomy of psychomotor learning objectives (DAVE) Naturalization: intuitive apply Structure of act: coordination of various movements Specification: greatest accuracy in carrying out of the act Manipulation: executing of acts according to instruction Imitation: imitation of observed act sequences Folie 28

Acts with varying degrees of self-dependence Acts as learning objectives Level 1 Level 2 Level 3 Level 4 level 5 to reconstruct the act patterns to choice the act patterns to adapt the

29 Acts with varying degrees of self-dependence Acts as learning objectives Level 1 Level 2 Level 3 Level 4 level 5 to reconstruct the act patterns to choice the act patterns to adapt the act patterns to combine act patterns new to develop new act patterns Reproductive act Productive act Produktiv-problemorientied act Increase of the selfdependence of act execution Folie 29

30 行动的目标分类阶段 1 阶段 2 阶段 3 阶段 4 阶段 5 行动作为教学目标理解行动模式选择行动模式调整行动模式组合行动模式拟订自身行动模式复制性行动创造性行动针对问题的创造性行动独立的行动能力不断增强 Folie 30

31 Dr. Steffen Kersten 德累斯顿工业大学职业教育学院谢谢! Dresden, September 2016

Hier steht der Titel der Power Point Präsentation.

Hier steht der Titel der Power Point Präsentation. Dr. Steffen Kersten Faculy of Education, Institute of Vocational Education Control and Evaluation of Learning Efficiency in Higher Education Engineering Didactics " The examination combines the techniques