A four-stage model for lifelong competence development

Judith Schoonenboom; Colin Tattersall; Yongwu Miao; Krassen Stefanov; Adelina Aleksieva-Petrova

A four-stage model for lifelong competence development

Judith Schoonenboom^*, Colin Tattersall, Yongwu Miao, Krassen Stefanov, Adelina Aleksieva-Petrova

^*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic › peer-review

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Abstract

This chapter discusses the role of e-assessment in the process of competence development. Its basic claim is that competence development is a process, with distinct stages, and that the assessment forms, and the roles taken on by those involved in the process, depend on the stage in which learning occurs. More specifically, as a learner starts with competence development, self-assessment will be the most prominent, if not the only, form of assessment. This orientation stage is followed by a stage of evidence collection, which is supported by e-portfolio building. In a third stage, the learner is judged by others, and in this stage organisations make use of assessment forms such as on-the-job assessment, 360-degree assessment and assessment centres. In the fourth stage, the learner perform competence development activities. This process is supported by self-assessment and peer assessment. With each stage, examples of e-assessment are provided.

Original language	English
Title of host publication	Service Oriented Approaches and Lifelong Competence Development Infrastructures
Subtitle of host publication	Proceedings of the 2nd TENCompetence Open Workshop, Manchester, UK, 11th and 12th January 2007
Editors	David Griffiths, Rob Koper, Oleg Liber
Publisher	TENCompetence
Pages	131-136
Number of pages	6
Edition	1
ISBN (Print)	0907311229
Publication status	Published - 2007
Event	2nd TENCompetence Open Workshop: Service Oriented Approaches and Lifelong Competence Development Infrastructures - University of Bolton, Manchester, United Kingdom Duration: 11 Jan 2007 → 12 Jan 2007 Conference number: 2 http://ubir.bolton.ac.uk/484/1/Proceedings2ndTENC_Manchester%2007%20PAHollins.pdf

Conference

Conference	2nd TENCompetence Open Workshop
Country/Territory	United Kingdom
City	Manchester
Period	11/01/07 → 12/01/07
Internet address	http://ubir.bolton.ac.uk/484/1/Proceedings2ndTENC_Manchester%2007%20PAHollins.pdf

Keywords

competence assessment
competence development
lifelong learning

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Schoonenboom, J., Tattersall, C., Miao, Y., Stefanov, K., & Aleksieva-Petrova, A. (2007). A four-stage model for lifelong competence development. In D. Griffiths, R. Koper, & O. Liber (Eds.), Service Oriented Approaches and Lifelong Competence Development Infrastructures: Proceedings of the 2nd TENCompetence Open Workshop, Manchester, UK, 11th and 12th January 2007 (1 ed., pp. 131-136). TENCompetence. http://ubir.bolton.ac.uk/484/1/Proceedings2ndTENC_Manchester%2007%20PAHollins.pdf

Schoonenboom, Judith ; Tattersall, Colin ; Miao, Yongwu et al. / A four-stage model for lifelong competence development. Service Oriented Approaches and Lifelong Competence Development Infrastructures: Proceedings of the 2nd TENCompetence Open Workshop, Manchester, UK, 11th and 12th January 2007. editor / David Griffiths ; Rob Koper ; Oleg Liber. 1. ed. TENCompetence, 2007. pp. 131-136

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title = "A four-stage model for lifelong competence development",

abstract = "This chapter discusses the role of e-assessment in the process of competence development. Its basic claim is that competence development is a process, with distinct stages, and that the assessment forms, and the roles taken on by those involved in the process, depend on the stage in which learning occurs. More specifically, as a learner starts with competence development, self-assessment will be the most prominent, if not the only, form of assessment. This orientation stage is followed by a stage of evidence collection, which is supported by e-portfolio building. In a third stage, the learner is judged by others, and in this stage organisations make use of assessment forms such as on-the-job assessment, 360-degree assessment and assessment centres. In the fourth stage, the learner perform competence development activities. This process is supported by self-assessment and peer assessment. With each stage, examples of e-assessment are provided.",

keywords = "competence assessment, competence development, lifelong learning",

author = "Judith Schoonenboom and Colin Tattersall and Yongwu Miao and Krassen Stefanov and Adelina Aleksieva-Petrova",

note = "DS_Description: Schoonenboom, J., Tattersall, C., Miao, Y., Stefanov, K., Aleksieva-Petrova, A. (2007). A four-stage model for lifelong competence development. In D. Griffiths, R. Koper, O. Liber (Eds.). Proceedings of the 2nd TENCompetence Open Workshop 'Service Oriented Approaches and Lifelong Competence Development Infrastructures' (pp. 131-136). January, 11-12, 2007, Manchester, UK. ISBN: 0-907311-22-9 DS_Sponsorship:The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org]; 2nd TENCompetence Open Workshop : Service Oriented Approaches and Lifelong Competence Development Infrastructures ; Conference date: 11-01-2007 Through 12-01-2007",

year = "2007",

language = "English",

isbn = " 0907311229",

pages = "131--136",

editor = "David Griffiths and Rob Koper and Oleg Liber",

booktitle = "Service Oriented Approaches and Lifelong Competence Development Infrastructures",

publisher = "TENCompetence",

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edition = "1",

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Schoonenboom, J, Tattersall, C, Miao, Y, Stefanov, K & Aleksieva-Petrova, A 2007, A four-stage model for lifelong competence development. in D Griffiths, R Koper & O Liber (eds), Service Oriented Approaches and Lifelong Competence Development Infrastructures: Proceedings of the 2nd TENCompetence Open Workshop, Manchester, UK, 11th and 12th January 2007. 1 edn, TENCompetence, pp. 131-136, 2nd TENCompetence Open Workshop, Manchester, United Kingdom, 11/01/07. <http://ubir.bolton.ac.uk/484/1/Proceedings2ndTENC_Manchester%2007%20PAHollins.pdf>

A four-stage model for lifelong competence development. / Schoonenboom, Judith; Tattersall, Colin; Miao, Yongwu et al.
Service Oriented Approaches and Lifelong Competence Development Infrastructures: Proceedings of the 2nd TENCompetence Open Workshop, Manchester, UK, 11th and 12th January 2007. ed. / David Griffiths; Rob Koper; Oleg Liber. 1. ed. TENCompetence, 2007. p. 131-136.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic › peer-review

TY - CHAP

T1 - A four-stage model for lifelong competence development

AU - Schoonenboom, Judith

AU - Tattersall, Colin

AU - Miao, Yongwu

AU - Stefanov, Krassen

AU - Aleksieva-Petrova, Adelina

N1 - Conference code: 2

PY - 2007

Y1 - 2007

N2 - This chapter discusses the role of e-assessment in the process of competence development. Its basic claim is that competence development is a process, with distinct stages, and that the assessment forms, and the roles taken on by those involved in the process, depend on the stage in which learning occurs. More specifically, as a learner starts with competence development, self-assessment will be the most prominent, if not the only, form of assessment. This orientation stage is followed by a stage of evidence collection, which is supported by e-portfolio building. In a third stage, the learner is judged by others, and in this stage organisations make use of assessment forms such as on-the-job assessment, 360-degree assessment and assessment centres. In the fourth stage, the learner perform competence development activities. This process is supported by self-assessment and peer assessment. With each stage, examples of e-assessment are provided.

AB - This chapter discusses the role of e-assessment in the process of competence development. Its basic claim is that competence development is a process, with distinct stages, and that the assessment forms, and the roles taken on by those involved in the process, depend on the stage in which learning occurs. More specifically, as a learner starts with competence development, self-assessment will be the most prominent, if not the only, form of assessment. This orientation stage is followed by a stage of evidence collection, which is supported by e-portfolio building. In a third stage, the learner is judged by others, and in this stage organisations make use of assessment forms such as on-the-job assessment, 360-degree assessment and assessment centres. In the fourth stage, the learner perform competence development activities. This process is supported by self-assessment and peer assessment. With each stage, examples of e-assessment are provided.

KW - competence assessment

KW - competence development

KW - lifelong learning

M3 - Chapter

SN - 0907311229

SP - 131

EP - 136

BT - Service Oriented Approaches and Lifelong Competence Development Infrastructures

A2 - Griffiths, David

A2 - Koper, Rob

A2 - Liber, Oleg

PB - TENCompetence

T2 - 2nd TENCompetence Open Workshop

Y2 - 11 January 2007 through 12 January 2007

ER -

Schoonenboom J, Tattersall C, Miao Y, Stefanov K, Aleksieva-Petrova A. A four-stage model for lifelong competence development. In Griffiths D, Koper R, Liber O, editors, Service Oriented Approaches and Lifelong Competence Development Infrastructures: Proceedings of the 2nd TENCompetence Open Workshop, Manchester, UK, 11th and 12th January 2007. 1 ed. TENCompetence. 2007. p. 131-136

A four-stage model for lifelong competence development

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