KOMET-Based Professional Competence Assessments for Vocational Education and Training (VET) Teachers in China

  • Zhiqun ZhaoEmail author
  • Zhixin Zhang
  • Felix Rauner
Part of the Technical and Vocational Education and Training: Issues, Concerns and Prospects book series (TVET, volume 24)


In 2008, the KOMET competence assessment concept was introduced in China. The tests provide not only basic data about students’ professional competence development, but also valuable references for policy making and discussion. This study tested and verified the usefulness of the KOMET competence assessment concept for Vocational Education and Training (VET) teachers, determined the levels and features of the professional competence of VET teachers, and analysed the factors affecting the development of their professional competence. The study proceeded in two stages: (1) a methodological test of the KOMET teachers’ professional competence model and the assessment concept; and (2) an official test for assessing and analysing the professional competence of VET teachers in China. It shows that the KOMET test of VET teachers’ professional competence is high in quality: (1) the test difficulty is within a reasonable range; (2) the test’s discrimination is high; (3) the test’s reliability is high; (4) the construct validity of the test meets the basic requirements for educational measurement. To improve the test quality, we need to consider how general approaches apply to specific domains, for example through improving the quality of test tasks.


Professional Identity Organizational Identification Achievement Motivation Professional Competence Competence Model 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


  1. Beijing Industrial Technician College. (2011). Path analysis of teachers’ professional development in the technical schools. Report of Expert Worker Workshop 2011. Beijing: Beijing Industrial Technician College.Google Scholar
  2. BIBB. (1991). Leittexte, ein Weg zu selbständigem Lernen, Teilnehmer-Unterlagen. Berlin: W. Bertelsmann.Google Scholar
  3. Chen, L., & Duan, X. (2008). Exploration and analysis on verification factor of the accountable structure of middle executives in organizations. Prediction, 1, 60–66.Google Scholar
  4. Diez, M. E. (2001). Assessing student competence in teacher education programs. Assessing student competence in accredited disciplines pioneering. Virginia: Stylus.Google Scholar
  5. Dreyfus, H. L., & Dreyfus, S. E. (1986). Mind over machine: the power of human intuition and expertise in the era of the computer. Oxford: Blackwell.Google Scholar
  6. Gjesme, T., & Nygard, R. (1970). Achievement-related motives: Theoretical considerations and construction of a measuring instrument. Oslo: University of Oslo.Google Scholar
  7. Hu, J. (2012). Competence research on teachers in vocational colleges. Chengdu: University of Electronic Science and Technology Press.Google Scholar
  8. Kleiner, M., Rauner, F., Reinhold, M., et al. (2002). Curriculum-Design I: Arbeitsaufgaben für eine moderne Beruflichkeit. Konstanz: Paul Christiani.Google Scholar
  9. KMK. (2004). Standards für die Lehrerbildung–Bildungswissenschaften. Accessed 23 Nov 2015.
  10. Liu, Q. (2011). The EU VET teachers’ competence framework criteria and the enlightenment on us. Chinese Vocational and Technical Education, 15, 72–77.Google Scholar
  11. Maag Merki, K. (2008). Cross-curriculum competencies. In J. Rauner & R. Maclean (Eds.), Handbook of technical and vocational education and training research (pp. 517–523). Dordrecht: Springer.Google Scholar
  12. Qu, H. (2009). Quantitative research and statistic analysis–data analysis cases by SPSS window in Chinese version. Chongqing: Chongqing University Press.Google Scholar
  13. Rauner, F. (2013). Messen beruflicher Kompetenz von Berufsschullehrern, A+B Forschungsberichte Nr. 11. Karlsruhe/Bremen: FG Berufsbildungsforschung (I:BB).Google Scholar
  14. Rauner, F., Haasler, B., & Heinemann, L. et al. (2009). Messen beruflicher Kompetenzen. Bd. I Grundlagen und Konzeption des KOMET-Projekts. Münster: LIT.Google Scholar
  15. Rauner, F., Heinemann, L., Maurer, A., et al. (2013). Competence development and assessment in TVET (KOMET): Theoretical framework and empirical results. Dordrecht: Springer.CrossRefGoogle Scholar
  16. Rich, E. C., Barcikowski, R. S., & Boyd, E. B. (1995). The assessment of preservice teachers. Assessment, testing, and evaluation in teacher education. New Jersey: Ablex Publishing Corporation.Google Scholar
  17. Shannon, D. M., Medley, D. M., & Hays, L. (1993). Assessing teachers’ functional professional knowledge. Journal of Personnel Evaluation in Education, 7(1), 7–20.CrossRefGoogle Scholar
  18. Volmari, K., Helakorpi, S., & Frimodt, R. (Eds.). (2009). Competence framework for VET professions: handbook for practitioners. Helsinki: National Board of Education.Google Scholar
  19. Xu, D. (2008). Research on a competence model of subject teachers in secondary vocational schools. Master thesis. Hangzhou: Zhejiang University of Technology.Google Scholar
  20. Zhang, Z. (2014). Research on the assessment of TVET teachers’ professional competence in China. Phd dissertation. Beijing: Beijing Normal University.Google Scholar
  21. Zhao, Z., & Zhuang, R. (2012). Research and development of the curriculum for secondary vocational school teachers’ qualification. Education and Vocation, 2012(5), 12–15.Google Scholar
  22. Zhao, Z., & Zhuang, R. (2013). Messen beruflicher Kompetenz von Auszubildenden und Studierenden berufsbildender (Hoch)Schulen in China. Zeitschrift für Berufs- und Wirtschaftspädagogik, 109(1), 132–140.Google Scholar
  23. Zhu, F. (2012). A study on the professional identity and organizational identification of teachers in Chinese university. Phd dissertation. Chengdu: Southwestern University of Finance and Economics.Google Scholar

Copyright information

© Springer International Publishing AG 2017

Authors and Affiliations

  1. 1.Institute of Vocational and Adult Education, Faculty of EducationBeijing Normal UniversityBeijingChina
  2. 2.Department of Education TechnologyCapital Normal UniversityBeijingChina
  3. 3.TVET Research Group (I:BB)Universitatät BremenBremenGermany

Personalised recommendations