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

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

6. assessment or evaluation

7. evidence assembly and presentation towards next stage

9. basic capabilities of the individual across contexts

10. competence – contextual, above knowledge and capability

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

16. thread this needle

17. read this text

18. solve this puzzle

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?

24. range of basic capabilities for action

27. (but that is another presentation)

30. Can you keep up a suitable activity rate for 90 minutes?

32. Do you choose well between shooting at goal or playing on?

33. Do you make good choices of where to move to in good time?

34. Do you tackle opponents fairly?

38. Do you choose well between speaking and listening?

39. Do you balance tact with clarity effectively?

40. Do your actions result in successful conclusions?

42. Assessment or evaluation

43. Evidence assembly and presentation towards next stage

44. Personal and professional development

47. needs feedback

49. gather evidence for assessment and feedback

50. help communicate about feedback

53. driving tests

56. organise the evidence you record for assessment

62. You can call these tools anything you like, but over the last few years we have tended to refer to them as electronic portfolios

65. usually presented like any other assignment

67. secure submission; “signing off” by assessors

68. may also help moderation

76. Need to persuade bodies to put them on Web with URIs

78. There are broader and narrower terms

79. Multiple broader terms possible

82. Personal aspirations to acquire them

83. Personal claims to have acquired them

84. Courses that have them as intended outcomes

90. skos:closeMatch – not sure about other's equivalences

91. skos:narrowMatch – ours covers more than theirs

96. framework structures – could use SKOS

97. ability to relate to portfolio information etc. via URI

98. cross-references between definitions to extend range of URIs

100. I look forward to creative discussion

101. Find me on the web

104. EQF recognises “study situations”, but what exactly is competence in those situations?

107. Later, is it e.g. about managing one's own time?

109. Skill : the ability to apply knowledge and use know-how to complete tasks and solve problems ... skills are described as cognitive (involving the use of logical, intuitive and creative thinking) or practical (involving manual dexterity and the use of methods, materials, tools and instruments)

110. Competence : the proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and personal development ... described in terms of responsibility and autonomy

115. learning outcomes for completed course

116. test or assessment results

119. The evidence can in principle be of any kind

124. other LEAP2 formats possible, e.g. XHTML+RDFa