PPT-Assessment of skills and competences in science

Wynne Harlen OECD Skills Strategy In the context of the OECD Skills Strategy the concepts of skill and competence are used interchangeably By skill or competence we mean the bundle of knowledge attributes and capacities that enables an individual to successfully and consistently perform an activity or task whether broadly or narrowly conceived and can be built upon and extended through learning. ? – Challenges for Global Learning in . Schools. Paradigm shift: . from input-quality to outcome. outcome = learning = competences. = . reflection on the . learner‘s perspective . and the . learner’s benefit. eyCoNet. Caroline Kearney, European Schoolnet. Workshop 1: C. omparing country approaches to assessing key competences . Irish EU Presidency Conference on Better Assessment and Evaluation. European policy network. 0. /2012, Kutn. á Hora. Psychodiagnostics. and its role in . bilan. de . compétences. in France. Psychological assessment in BdC: core principles . Complementary objectives of BdC. Valuation. Dynamization. Skill. . assessment. Germany. 3. . February. 2015 – 13. . February. 2015. 15 . participants . in . the age of 22 until 52. . All . participants are . permanently unemployed . people . and are having multiple interposition barriers. The group is heterogeneous: people with learning difficulties, hygienic barriers, mental problems, deficient social competences und people with migration background. . future . skills and competences of the health workforce . in Europe. MATT . EDWARDS and JOHN FELLOWS. WP6, EU JA on Health Workforce Planning and Forecasting. Centre for Workforce . Intelligence (CfWI), . Practicals. Dr Alex Holmes. ASE 2016. Thursday 1500-1600 Arts LR6 . How can you best assess practicals at KS3? . Objectives of this workshop. Methods of assessing practical work. Identifying strategies for practical work assessment. A teacher should know learners’ competences because their competences affect their ability to communicate.. Learners’ competence can be considered under two main topics:. General Competences. Communicative Language Competences. SCF. What is SCF?. Governments and educators around the world . recognize that . it is necessary that young people are equipped with . the relevant . skills. and . qualities. to become effective life-long learners. Competences: . A . Response. Eugene Wall. Vice-President . Academic . Affairs. Mary . Immaculate College, Limerick. Contextual Backdrop. The . EU Commission . Working . Document (2012) . highlights a range of . Practicals. Dr Alex Holmes. ASE 2016. Thursday 1500-1600 Arts LR6 . How can you best assess practicals at KS3? . Objectives of this workshop. Methods of assessing practical work. Identifying strategies for practical work assessment. Agenda. Introducing our qualification. GCSE reforms. Specification content. Assessment. Grading. Our support. Supporting Success in Science. Assessments that give every student the opportunity to achieve.  . Steve Bainbridge, Cedefop. Vienna, 22 February 2016 . Past and forecast employment, EU (millions). Source: Cedefop skills forecasts (2015). Labour saving technology?. Shares of broad occupation groups in manufacturing and sector of wood, paper, print and publishing. 6. Language competences, learning strategies, and the individual learner. Nancy Grimm – Michael Meyer – Laurenz Volkmann. 0. . Table of contents. Key competences and skills. 1. .1 An integrative approach. Learners’ competence can be considered under two main topics:. General Competences. Communicative Language Competences. I- General . Competences. A) . Declarative. . knowledge. Knowledge of . the.