Competencies

1. Competence models and competence diagnostics

In the field of competence models and competence diagnostics, scientists at the DIPF concentrate on psychometric models  and measurement procedures that allow for adequately describing and measuring selected competencies. Moreover, this area of research is involved in the use and effects of different approaches of measuring competencies, and their feedback to teaching and learning processes.
Theoretically grounded competence models foster an understanding of educational processes by which the measured “output” is gained. They improve the usability of diagnostic  information for actors engaged in educational processes.

Current projects

• Co²Ca / Conditions and Consequences of Classroom Assessment
• Competence Models for Assessing Individual Learning Outcomes and Evaluating Processes
• Development and testing of a tool for the recording and documenting of acquired competences for small and medium enterprises
• Modelling Competencies with Multi-dimensional Item-Response-Theory Models (IRT)
• NEPS / National Educational Panel Study
• PIAAC / Programme for the International Assessment of Adult Competencies
• Process-based assessment of reading and listening skills in elementary school (projekt part Frankfurt)
  

Completed projects

• European Bank of Anchor Items for Foreign Language Skills
• PISA 2009 / Programme for International Student Assessment 2009
• Pythagoras / The Quality of Instruction and Mathematical Understanding in Different Cultures of Instruction
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2. Ontogenesis and acquisition of competencies

The ontogenesis (development) of competencies particularly takes general cognitive competencies into perspective. On one hand, these can be categorised as adhering to the area of attention and working memory, on the other hand, they belong to the area of user strategies and metacognitive regulation of learning and memorizing strategies. Moreover,domain-specific cognitive competencies and differential developmental paths of facets of the motivational system and volitional styles of action control that bear a positive impact on learning are reconstructed.

The topic of “acquisition of individual competencies“ deals with aspects such as how learning can be facilitated in the kindergarten and how school instruction can be optimally designed to achieve individual competence improvement. The researchers are not only interested in identifying generally beneficial learning contexts and approaches, but also pursue the question how children with particular risks (e.g. because of neurocognitive disorders or disadvantage social backgrounds) can be most effectively supported.

Current projects

• Co²Ca / Conditions and Consequences of Classroom Assessment
• Competence Models for Assessing Individual Learning Outcomes and Evaluating Processes
• Development and testing of a tool for the recording and documenting of acquired competences for small and medium enterprises
• Modelling Competencies with Multi-dimensional Item-Response-Theory Models (IRT)
• NEPS / National Educational Panel Study
• PISA 2009 / Programme for International Student Assessment 2009
• PIAAC / Programme for the International Assessment of Adult Competencies
• Process-based assessment of reading and listening skills in elementary school (projekt part Frankfurt)
  

Completed projects

• European Bank of Anchor Items for Foreign Language Skills
• Pythagoras / The Quality of Instruction and Mathematical Understanding in Different Cultures of Instruction