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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. 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...

    Authors: Stephan Schumann, Esther Kaufmann, Franz Eberle, Andreas Jüttler and Nicole Ackermann
    Citation: Empirical Research in Vocational Education and Training 2017 9:13
  2. 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...

    Authors: Sandra Bley
    Citation: Empirical Research in Vocational Education and Training 2017 9:6
  3. 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...

    Authors: Doreen Holtsch, Silja Rohr-Mentele, Eva Wenger, Franz Eberle and Richard J. Shavelson
    Citation: Empirical Research in Vocational Education and Training 2016 8:18
  4. 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...

    Authors: Moana Monnier, Tanja Tschöpe, Christian Srbeny and Agnes Dietzen
    Citation: Empirical Research in Vocational Education and Training 2016 8:10
  5. 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...

    Authors: Andreas Rausch, Jürgen Seifried, Eveline Wuttke, Kristina Kögler and Steffen Brandt
    Citation: Empirical Research in Vocational Education and Training 2016 8:9
  6. 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...

    Authors: Felix Walker, Nico Link and Reinhold Nickolaus
    Citation: Empirical Research in Vocational Education and Training 2016 8:7