The document discusses the relationships between competence and portfolios across learning, development, assessment, and presentation. It argues that competence involves not just knowledge and basic capabilities, but also good choices in real contexts. Portfolios can help gather evidence of all aspects of competence for learning, evaluation, and professional development. An effective competence architecture includes public competence definitions with URIs, frameworks relating definitions, and cross-references between definitions from different sources.

1. Competence & portfolios: how can we relate them? Simon Grant JISC Centre for Educational Technology and Interoperability Standards (CETIS) NORDLET 2009-09-18

2. Overview “This presentation traces the connections between competence and portfolio across learning, development, assessment and presentation, and suggests some consequences for interoperable and portable representation of skills, competences and frameworks of them.”

3. Needs a workable concept of competence, which comes first.

4. Starting points We are talking about learning, education and training

5. Different areas are often distinguished: learning and teaching

6. assessment or evaluation

7. evidence assembly and presentation towards next stage

8. personal and professional development The different aspects of what is learned: explicit, verbalisable knowledge

9. basic capabilities of the individual across contexts

10. competence – contextual, above knowledge and capability

11. Explicit, verbalisable knowledge “Do you know...” e.g. do you know about the world; people; society

12. can you say how to do things (explicit “know-how”)

13. can you describe causes and effects in the world Easily testable quizzes, multiple choice tests

14. a traditional aspect of examinations Knowledge can be about competence but that knowledge is not the same as being competent

15. Basic capability of the individual “Can you do it? Show me here and now!” lift this weight

16. thread this needle

17. read this text

18. solve this puzzle

19. make this machine do something... Testable on demand, anywhere given equipment

20. Traditional practical tests, face-to-face evaluation

21. BUT explicit knowledge and basic capability still do not account for on-the-job effectiveness

22. What is missing to make up competent performance?

23. Competence involves choices Competence depends on combination of parts explicit knowledge about what needs to be done and how

24. range of basic capabilities for action

25. on-the-spot choice of adequate actions in real contexts Competence = knowledge + capability + good choices

26. The “good choices” part could be something like the disposition to make adequate choices in real situations so that the outcomes meet some agreed quality criteria Certain sorts of choices relate to ethics when they affect other people in certain ways

27. (but that is another presentation)