Abstract
This chapter clarifies, for the occupations of car mechatronics and electronic technicians: (1) whether the conceptual competency dimensions action-centered and not directly action-centered occupation-specific knowledge have further sub-dimensions and if so, whether these sub-dimensions change during vocational training; (2) whether the conceptual competency dimensions occupation-specific problem solving, action-centered and not directly action-centered occupation-specific knowledge can be empirically validated; and (3) what can be held responsible for the sub-dimensions and their potential change over time? To answer these questions, we conducted three consecutive projects, embedding three longitudinal (n = 880) and two cross-sectional studies (n = 911). Confirmatory analyses confirm the conceptual competency structure but also show the existence of up to six sub-dimensions of not directly action-centered knowledge and up to three sub-dimensions of action-centered knowledge, depending on the occupation and the point of measurement in training. In both occupations, the competency structures rise progressively with time spent in training. Based on certain indications we assume that the multidimensional fluidity, for instance, is caused by increasing diversity and complexity of contents and actions in training, and diversity of learning environments at school and in the workshop. This chapter highlights the main findings, discussing the impact of the test instruments’ characteristics on their capability to show dimensionality, and their satisfying psychometric properties.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
The occupation-specific actions in our studies covered trouble-shooting (both electronic technicians and car mechatronics), repair (car mechatronics) and standard car service (car mechatronics).
- 2.
Incorrect actions can be, for instance, forgetting to reassemble parts that were initially removed, tightening screws with the wrong tightening torque or pouring the wrong ratios or amounts of liquids into the car.
- 3.
Effectively, five POM were implemented. To give the picture more clearly, the original five POM were condensed to two POM for this contribution, without simplifying the research design significantly.
- 4.
The test material at both POM in the first year of training was essentially identical, and oriented to the VET curricula for this first year. The step from secondary school to the VET system represents a curricular gap between the school systems for the pupils, whereby the curricula are primarily linked only by individual interests and their own learning experiences on the one hand, and by points of content (for the occupations of interest in this contribution) through science (e.g., electrotechnical phenomena) and mathematics on the other hand, which are often implicitly or explicitly embedded in technological contexts. This assessment constellation in the first year of training (1) made possible a valid knowledge test at the end of the first year (weaker at the beginning of the first year, in comparison) and (2) gave first theoretical cues for the probable dimensionality of the tests.
- 5.
The first year of training must be differentiated from the following years as it is the year where the “Grundbildung” takes place, which places different jobs under one occupational umbrella. In this year, the apprentices spend the vast bulk of their time at school (school classroom and school workshop). After that time, the situation is reversed, and the apprentices are socialized in very heterogeneous workshops. In this sense, learning in the first year of training takes place in a very controlled fashion, where the aim of education is to provide the apprentices with a broad array of basic occupational competencies. “Streamlining” should be understood in this context.
- 6.
The test was basically identical at the two POM in the second year of training, and also the same for one of two studies focused on the end of the third year of training (further below). It is important to state that for curricular validity, the transmission dimension was only considered for analyses of the third year’s data.
- 7.
The three dimensions were (1) mechanical knowledge (identical to the former motor dimension), (2) electrotechnical knowledge (identical to the former dimensions of engine management system and lighting/energy supply/starter system) and (3) workshop-related knowledge (identical to the former dimensions of undercarriage and standard car service).
- 8.
Study 3 used the same test instrument plus the items from the dimension transmission, which by this time was curricular-valid, in the second year of training.
- 9.
In this study we used three test booklets in a multi-matrix design. The results of the analyses differed between the test booklets used and oscillated between a five- and a six-dimensional model, depending on the booklet. The difference between the two models was that the five-dimensional model packed the two highest-correlated dimensions (and with regard to the electric/electronic content the most associated ones) into one single dimension. The two condensed dimensions were engine management system and lighting/energy supply/starter system (latent r = .87).
- 10.
The response options of the multiple choice items of the altered items were generated using the most frequently used answers to the open ended items of Study 2.
- 11.
Both Schmidt et al. (2014) and Gschwendtner (2011) assumed that, besides specific class composition effects on the level of classes, the de facto realized curricula varies substantially over the time of apprenticeship by cross referencing substantial class-specific differences between the competency dimensions.
- 12.
At this point, our analyses were solely based on two out of six assessed videos respectively action situations, namely oil and tire changes.
- 13.
Specific abilities in the context of our studies can be AK and/or NAK. The reason for the high association of these factors can be seen in the fact that, in order to perform a novel action as well as possible, you have to consciously reflect the action and activate appropriate knowledge that is directly or indirectly associated with the action.
- 14.
We assumed that our computer-based assessment architecture assessing AK was in itself a valid indicator of these specific actions. We operationalized specific abilities as being NAK. Another way to operationalize the two constructs of Ackerman’s theory works by redefining the measured construct of AK: We assumed that the first two components of action are even closer to action than the third component of action. We further assumed that the first two components of action can be interpreted as specific actions by themselves and that the third component of action can be interpreted as specific abilities.
- 15.
Once automaticity is achieved, it is largely independent of consciousness resp. Cognition. We assumed that the standard car service actions (which were used to construct the test) are skills that become automatic gradually during the apprenticeship.
- 16.
The reliabilities of the components of action are not satisfactory as yet; however, in the case of scaling the data at all PoM on a single dimension, the reliability becomes largely acceptable (EAP/PV = .59–.71; WLE =. 57–.72).
- 17.
Taking the one-dimensional solution was a rather pragmatic decision to reduce complexity. This does not totally reflect the empirical reality, as illustrated above.
- 18.
The paper-pencil based (car mechatronics) and the computer-based (electronic technicians) assessments will not be described and discussed in this chapter. We refer to Gschwendtner et al. (2010) for more insight.
- 19.
The assessment architecture for the electronic technicians has just recently been validated: the results are in preparation.
- 20.
The complex problems were extended to 13 and the assessment platform was partly redesigned.
- 21.
The assessment platform used in the study to assess occupation-specific problem solving in the field of electronics could realize similar reliabilities (EAP/PV = .54), using eight complex problems (Nickolaus et al. 2011).
- 22.
The idea of using a test takers’s log, in which we asked them to meticulously note their steps in trouble-shooting was not useful, in the sense that these steps could be modeled using a partial credit model.
- 23.
Once again, we relied on the references given by Artelt and Schlagmüller (2004, p. 171).
- 24.
The results for the relationship between the constructs of NAK and occupation-specific problem solving will be reported in another publication.
- 25.
ASCOT is the acronym for Technology-based Skills and Competencies in VET. ASCOT is a program funded by the Bundesministerium für Bildung und Forschung.
References
Abele, S. (2014). Modellierung und Entwicklung berufsfachlicher Kompetenz in der gewerblich-technischen Ausbildung [Modeling and development of occupation-specific competency in the technical education]. Stuttgart: Steiner.
Abele, S., Greiff, S., Gschwendtner, T., Wüstenberg, S., Nickolaus, R., Nitzschke, A., & Funke, J. (2012). Dynamische Problemlösekompetenz. Ein bedeutsamer Prädiktor von Problemlöseleistungen in technischen Anforderungskontexten [Dynamic problem solving. An important predictor of problem-solving performance in technical domains]? Zeitschrift für Erziehungswissenschaft, 15, 363–391. doi:10.1007/s11618-012-0277-9.
Abele, S., Walker, F., & Nickolaus, R. (2014). Zeitökonomische und reliable Diagnostik beruflicher Problemlösekompetenzen bei Auszubildenden zum Kfz-Mechatroniker [Time saving and reliable diagnostics of occupation-specific problem solving competency of car mechatronic apprentices]. Zeitschrift für Pädagogische Psychologie, 28, 167–179. doi:10.1024/1010-0652/a000138.
Achtenhagen, F., & Winther, E. (2009). Konstruktvalidität von Simulationsaufgaben: Computergestützte Messung berufsfachlicher Kompetenz—am Beispiel der Ausbildung von Industriekaufleuten [Construct validity of items within a simulation: Computer-based assessment of occupation-specific competency—Using the example of the apprenticeship of industrial clerks]. Göttingen: Georg August Universität.
Ackerman, P. L. (1992). Predicting individual differences in complex skill acquisition: dynamics of ability determinants. Journal of Applied Psychology, 77, 589–613.
Artelt, C., & Schlagmüller, M. (2004). Der Umgang mit literarischen Texten als Teilkompetenz im Lesen? Dimensionsanalysen und Ländervergleiche [Dealing with literary texts as partial competence in reading? Dimensional analyses and cross-national comparisons]. In U. Schiefele, C. Artelt, W. Schneider, & P. Stanat (Eds.), Struktur, Entwicklung von Lesekompetenz. Vertiefende Analysen im Rahmen von PISA 2000 (pp. 169–196). Wiesbaden: VS.
Becker, M. (2009). Kompetenzmodell zur Erfassung beruflicher Kompetenz im Berufsfeld Fahrzeugtechnik [Competence model for measuring professional competency in the occupational field of car mechatronics]. In C. Fenzl, G. Spöttl, F. Howe, & M. Becker (Eds.), Berufsarbeit von morgen in gewerblich-technischen Domänen (pp. 239–245). Bielefeld: Bertelsmann.
Fortmüller, R. (1996). Wissenschaftsorientierung und Praxisbezug als komplementäre Prinzipien lernpsychologisch fundierter Lehr-Lern-Arrangements [Scientific orientation and practical relevance as complementary principles of learning-teaching arrangements based on the fundamentals of the psychology of learning]. In R. Fortmüller & J. Aff (Eds.), Wissenschaftsorientierung und Praxisbezug in der Didaktik der Ökonomie (pp. 372–400). Wien: Manz.
Greiff, S., & Funke, J. (2010). Systematische Erforschung komplexer Problemlösefähigkeit anhand minimal komplexer Systeme [Systematic investigation of complex problem solving competency on the basis of minimal complex systems]. Zeitschrift für Pädagogik, Beiheft, 56, 216–227.
Gschwendtner, T. (2011). Die Ausbildung zum Kraftfahrzeugmechatroniker im Längsschnitt. Analysen zur Struktur von Fachkompetenz am Ende der Ausbildung und Erklärung von Fachkompetenzentwicklungen über die Ausbildungszeit [The apprenticeship of car mechatronics in a longitudinal perspective. Analyses of occupation-specific competency structures at the end of vocational training and explanations of the development of occupation-specific competency during time in training]. Zeitschrift für Berufs- und Wirtschaftspädagogik, Beiheft, 25, 55–76.
Gschwendtner, T., Geißel, B., Nickolaus, R. (2007). Förderung und Entwicklung der Fehleranalysefähigkeit in der Grundstufe der elektrotechnischen Ausbildung [Fostering and development of trouble-shooting competency in the „Grundbildung“ of the electrotechnical apprenticeship]. Berufs- und Wirtschaftspädagogik—online, 13. Retrieved from http://www.bwpat.de.
Gschwendtner, T., Abele, S., & Nickolaus, R. (2009). Computersimulierte Arbeitsproben: Eine Validierungsstudie am Beispiel der Fehlerdiagnoseleistung von KFZ-Mechatronikern [Computer-simulated work samples: A statistical validation study using the example of trouble-shooting competency of car mechatronics]. Zeitschrift für Berufs- und Wirtschaftspädagogik, 105, 557–578.
Gschwendtner, T., Geißel, B., & Nickolaus, R. (2010). Modellierung beruflicher Fachkompetenz in der gewerblich-technischen Grundbildung [Modeling of occupation-specific competency in the first year of technical education]. Zeitschrift für Pädagogik, Beiheft, 56, 258–269.
Nickolaus, R., Gschwendtner, T., & Abele, S. (2009). Die Validität von Simulationsaufgaben am Beispiel der Diagnosekompetenz von Kfz-Mechatronikern: Vorstudie zur Validität von Simulationsaufgaben im Rahmen eines VET-LSA [Validity of simulation-based items using the example of trouble-shooting competency of car mechatronics: Pilot study in the validity of simulation-based items within a VET-LSA framework]. .https://www.bmbf.de/files/Abschluss-Bericht_Druckfassung.pdf. Accessed 31 Mar 2014
Nickolaus, R., Geißel, B., Abele, S., & Nitzschke, A. (2011). Fachkompetenzmodellierung und Fachkompetenzentwicklung bei Elektronikern für Energie- und Gebäudetechnik im Verlauf der Ausbildung: Ausgewählte Ergebnisse einer Längsschnittstudie [Modeling and development of occupation-specific competency of electronic technicians during time in training: Selected findings of a longitudinal study]. Zeitschrift für Berufs- und Wirtschaftspädagogik, Beiheft, 25, 77–94.
Nickolaus, R., Abele, S., Gschwendtner, T., Nitzschke, A., & Greiff, S. (2012). Fachspezifische Problemlösefähigkeit als zentrale Kompetenzdimension beruflicher Handlungskompetenz: Modellierung, erreichte Niveaus und relevante Einflussfaktoren in der gewerblich-technischen Berufsausbildung [Occupation-specific problem solving competency as an essential competency dimension of professional competency: Models, achieved levels and relevant predictors in technical education]. Zeitschrift für Berufs- und Wirtschaftspädagogik, 108, 243–272.
Nickolaus, R., Gschwendtner, T., & Abele, S. (2013). Herausforderungen und Wege der Diagnose berufsfachlicher Kompetenzen in der gewerblich-technischen Berufsbildung [Challenges and paths of diagnostics of occupation-specific competency in the technical education]. Zeitschrift für Berufs- und Wirtschaftspädagogik, Beiheft, 26, 183–201.
Rauner, F., Haasler, B., Heinemann, L., & Grollmann, P. (2009). Messen beruflicher Kompetenzen. Band 1: Grundlagen und Konzeption des KOMET-Projekts [Measuring occupational competencies. Volume 1: Background and concept of the KOMET project] (2nd ed.). Berlin: LIT.
Rosendahl, J., & Straka, G. A. (2011). Kompetenzmodellierungen zur wirtschaftlichen Fachkompetenz angehender Bankkaufleute [Competency models of economic competency of prospective bankers]. Zeitschrift für Berufs- und Wirtschaftspädagogik, 107, 190–217.
Schmidt, T., Nickolaus, R., & Weber, W. (2014). Modellierung und Entwicklung des fachsystematischen und handlungsbezogenen Fachwissens von Kfz-Mechatronikern [Modeling and development of action-centered and not directly action-centered occupation-specific knowledge of car mechatronics]. Zeitschrift für Berufs- und Wirtschaftspädagogik, 110, 549–574.
Seeber, S., & Lehmann, R. (2011). Determinanten der Fachkompetenz in ausgewählten ge-werblich-technischen Berufen [Determinants of occupation-specific competency in selected occupations of technical educational]. Zeitschrift für Berufs- und Wirtschaftspädagogik, Beiheft, 25, 95–111.
Sun, R. (2002). Duality of the mind. A bottom-up approach toward cognition. Mahwah: Erlbaum.
Weiß, R. H. (1999). Grundintelligenztest CFT 3 Skala 3. Handanweisung für die Durchführung, Auswertung und Interpretation [Culture fair intelligence test CFT 3, Scale 3. Manual.]. Göttingen: Hogrefe.
Weiß, R. H. (2006). Grundintelligenztest Skala 2: CFT 20-R – Revision [Culture fair intelligence test CFT 20-R, Scale 2]. Göttingen: Hogrefe.
Acknowledgments
This publication was funded by grants Ni 606/3-1, Ni 606/6-1 and Ni 606/8-1 from the German Research Foundation (DFG) in the Priority Program “Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes” (SPP 1293).
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer International Publishing AG
About this chapter
Cite this chapter
Gschwendtner, T., Abele, S., Schmidt, T., Nickolaus, R. (2017). Multidimensional Competency Assessments and Structures in VET. In: Leutner, D., Fleischer, J., Grünkorn, J., Klieme, E. (eds) Competence Assessment in Education. Methodology of Educational Measurement and Assessment. Springer, Cham. https://doi.org/10.1007/978-3-319-50030-0_12
Download citation
DOI: https://doi.org/10.1007/978-3-319-50030-0_12
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-50028-7
Online ISBN: 978-3-319-50030-0
eBook Packages: EducationEducation (R0)