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首页> 外文期刊>Empirical Research in Vocational Education and Training >Occupation-specific social competences in vocational education and training (VET): the example of a technology-based assessment
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Occupation-specific social competences in vocational education and training (VET): the example of a technology-based assessment

机译：职业教育和培训（VET）中特定于职业的社会能力：基于技术的评估的示例

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Background The difficulties regarding the definition and measurement of social competences, crucial to the research in vocational education and training, are well known. In this paper, we show, based on the example of medical assistants in Germany, that these skills have to be assessed in an occupation-specific way, and develop an appropriate simulation-based Situational Judgment Test. Competence modeling, the translation into the test format and results of a data collection are discussed in detail for the dimension of communicative strategies. Methods Based on empirical and theoretical analysis, we derived a normative competence model underlying the development of a video-based situational judgment test. The final assessment contained 2 × 6 prototypical interactional types of situations, presented in short videos. At the end of every scene, questions of multiple choice format or open questions were asked for each of the social competence dimensions (emotion regulation, perspective coordination, communication strategies). In regard to the evaluation, for the dimension of communication strategies, for example, open answers were rated by using a weighted checklist giving a final score for each situation or all over the test. After two pre-evaluations on N = 236 and N = 260 pupils at the end of their apprenticeship towards becoming medical assistants, validity aspects due to e.g. format were analyzed and edited. A final inquiry on N = 405 pupils confirmed the expected reliability and dimensionality aspects. Results and discussion Validity measures could additionally be confirmed by a structural equation model (N = 405, Χ_(2) = 594.319, df = 518, CFI = .96, RMSEA = .02 and SRMR = .07) showing unexpected but meaningful underlying factorial structures for the dimensions of emotion regulation and communication strategies. Results of the test show that emotional dissonance is present in every situation. Regarding test-scores, high levels are rarely achieved for all dimensions. Conclusion By using an occupation-specific approach, we show that social competences can be defined and performance-relatedly assessed. However, results show that the competence levels are marginally satisfactory for all dimensions, considering the stressful environment of medical assistants. Hence, contents of this nature should be integrated more concretely in their educational pathway.
机译：背景技术社会能力的定义和衡量方面的困难是职业教育和培训研究的关键，这是众所周知的。在本文中，我们以德国的医疗助手为例，表明必须以一种特定于职业的方式来评估这些技能，并开发适当的基于模拟的情境判断测试。对于沟通策略的维度，将详细讨论能力建模，转换为测试格式以及数据收集的结果。方法基于经验和理论分析，我们得出了基于视频的情境判断测试发展的规范能力模型。最终评估包含2×6种情况的原型交互类型，以短视频形式呈现。在每个场景的结尾，都会针对每个社会能力维度（情绪调节，观点协调，沟通策略）提出多项选择题或公开问题。关于评估，例如，对于沟通策略的维度，通过使用加权清单对公开答案进行评分，该清单给出了每种情况或整个测试的最终得分。在学徒期末对N = 236和N = 260的小学生进行两次预评估后，他们将成为医疗助手，其有效性方面的原因包括：格式进行了分析和编辑。对N = 405名学生的最终查询确认了预期的可靠性和尺寸方面。结果和讨论可以通过结构方程模型（N = 405，Χ_（2）= 594.319，df = 518，CFI = .96，RMSEA = .02和SRMR = .07）来确认有效性措施，该模型显示了出乎意料但有意义的基础情绪调节和沟通策略维度的阶乘结构。测试结果表明，在每种情况下都存在情绪失调。关于测试分数，很少在所有维度上都达到很高的水平。结论通过使用特定于职业的方法，我们表明可以定义社交能力并与绩效相关地进行评估。但是，结果表明，考虑到医疗助理的压力环境，各个层面的能力水平都令人满意。因此，应将这种性质的内容更具体地纳入其教育途径。

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