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Technology-based assessment of domain-specific work-related competences

Edited by
Prof Dr Eveline Wuttke, University of Frankfurt, Germany
Prof Dr Jürgen Seifried, University of Mannheim, Germany
Dr Andreas Rausch, University of Bamberg, Germany


In many countries and across various levels of education, we recently find a trend towards the measurement of outcomes of educational efforts, usually in terms of competences. While there is a rather long tradition of competence measurement in fields of general education such as mathematics and languages, there are only few instruments for domain-specific vocational and professional competences. Thus, papers in this issue focus on competences required in a particular domain instead of general dispositions.
In general, the use of the term competence puts an emphasis on the successful application of knowledge in challenging real-life situations. Yet, traditional testing is often focused on the mere reproduction of a body of knowledge. Contributions to this issue are based on a broad understanding of competence that goes beyond knowledge reproduction.
Technology-based methods of assessment allow for an authentic simulation of real-life working situations and thus should facilitate a valid attribution of competence. Papers in this issue refer to technology-based methods of assessment and address issues of scientific criteria.
Altogether, this thematic series brings together contributions with an innovative perspective on modelling and assessing work-related competences in varying vocations and professions. Papers are based on a sound theoretical foundation, present an innovative assessment and resulting data in a comprehensible manner, and draw coherent conclusions for research and practice. 


  1. Research

    Being an economic-civic competent citizen: A technology-based assessment of commercial apprentices in Germany and Switzerland

    Citizens in modern democratic societies are confronted with complex demands, challenges, and economic problems, and they typically act as consumers, savers, voters, and employees. It is highly desirable for ci...

    Stephan Schumann, Esther Kaufmann, Franz Eberle, Andreas Jüttler and Nicole Ackermann

    Empirical Research in Vocational Education and Training 2017 9:13

    Published on: 21 June 2017

  2. Research

    Developing and validating a technology-based diagnostic assessment using the evidence-centered game design approach: an example of intrapreneurship competence

    Educational experts commonly agree that tailor-made guidance is the most efficient way to foster the learning and developmental process of learners. Diagnostic assessments using cognitive diagnostic models (CD...

    Sandra Bley

    Empirical Research in Vocational Education and Training 2017 9:6

    Published on: 14 March 2017

  3. Research

    Challenges of a cross-national computer-based test adaptation

    In an increasingly globalized world, the call for internationally comparable competence measurements has emerged. After several international studies on pre-college education, the focus has shifted to internat...

    Doreen Holtsch, Silja Rohr-Mentele, Eva Wenger, Franz Eberle and Richard J. Shavelson

    Empirical Research in Vocational Education and Training 2016 8:18

    Published on: 12 December 2016

  4. Research

    Occupation-specific social competences in vocational education and training (VET): the example of a technology-based assessment

    The difficulties regarding the definition and measurement of social competences, crucial to the research in vocational education and training, are well known. In this paper, we show, based on the example of me...

    Moana Monnier, Tanja Tschöpe, Christian Srbeny and Agnes Dietzen

    Empirical Research in Vocational Education and Training 2016 8:10

    Published on: 22 August 2016

  5. Research

    Reliability and validity of a computer-based assessment of cognitive and non-cognitive facets of problem-solving competence in the business domain

    To measure higher-order outcomes of vocational education and training (VET) we developed a computer-based assessment of domain-specific problem-solving competence. In modeling problem-solving competence, we di...

    Andreas Rausch, Jürgen Seifried, Eveline Wuttke, Kristina Kögler and Steffen Brandt

    Empirical Research in Vocational Education and Training 2016 8:9

    Published on: 19 July 2016

  6. Research

    A multidimensional structure of domain-specific problem-solving competencies of electronics technicians for automation technology

    The ASCOT research initiative funded by the Federal Ministry of Education and Research had the objective to measure vocational competencies in high-quality jobs. To adequately assess these it is important to o...

    Felix Walker, Nico Link and Reinhold Nickolaus

    Empirical Research in Vocational Education and Training 2016 8:7

    Published on: 7 July 2016