Self

assessment of key competences in Adult Education

Induction Programme

Grundtvig Project VINTAGE -online tool for self eValuatIoN of key competences in adulT AGE
Reference: 527349-LLP-1-2012-1-IT-GRUNDTVIG-GMP - Grant Agreement n. n. 2012-4192/001-001

Introduction

is an innovative project which aims to develop and
test an online tool for the self-assessment of the key
competences, to be used by adult learners involved in non-
vocational adult education.
The tool will be developed and used in line with the European
standards for the evaluation of the 8 European key
competences and the existing best practices and approaches as
used across Europe.

Pilot Run 2 Overview

Aim: To test the online tool with practitioners and nal users
(adults in non-vocational adult education)

Delivery: Pilot Run 2 will be delivered over 2 phases
!Phase 1 (May to June)
!Peer Review of all 8 KC working in pairs
!Internal review using the KC 1 KC 4 conducted by all
partners

!Phase 2 (September to October)

!External testing of the online tool across all 8 KCs
!Feedback from practitioners and nal users

Partner
Organisation
Induction Programme

4-5 Trainers

Authentic Learning
Environments

Coached
Implementation

Exploitation
Potential

Face to Face Session

Trainer and
Participants

Trainer and
Participants

Trainer and
Participants

Trainer and
Participants


Key Competences for Lifelong Learning
European Commission has identied 8 Key
Competences for lifelong learning.

A competence refers to a complex combination of
knowledge, skills, understanding, values, attitudes and desire
which lead to eective, embodied human action in the world
in a particular domain.
Hoskins B., Deakin Crick R., (2010)

The VINTAGE Denition of a Competence

Knowledge

Context

Potential Skills Behaviour Performance

Attitudes

Quality

8 Key Competences for Lifelong

Learning
1. Communication in the mother tongue;

2. Communication in foreign languages;

3. Mathematical competence and basic competences in science and
technology;
4. Digital competence;
5. Learning to learn;
6. Social and civic competences;
7. Sense of initiative and entrepreneurship;
8. Cultural awareness and expression

Communication in the Mother Tongue

Denition: The ability to express and interpret concepts, thoughts, feelings, facts and
opinions in both oral and written form and to interact linguistically in an appropriate
and creative way.

Impact/Attributes: Communicative competence results from the acquisition of the
mother tongue, which is intrinsically linked to the development of an individual's
cognitive ability to interpret the world and relate to others.

A positive attitude towards communication in the mother tongue involves a
disposition to critical and constructive dialogue, an appreciation of aesthetic qualities
and a willingness to strive for them, and an interest in interaction with others. This
implies an awareness of the impact of language on others and a need to understand
and use language in a positive and socially responsible manner.

Communication in Foreign Languages

Denition: Basedon the ability to understand, express and interpret concepts,
thoughts, feelings, facts and opinions in both oral and written form, similarly to
Mother Tongue, but Foreign Language also calls for skills such as mediation and
intercultural understanding

Impact/Attributes: Competence in foreign languages advocates specic
knowledge of vocabulary and functional grammar and an awareness of the main
types of verbal interaction and registers of language. Knowledge of societal
conventions, and the cultural aspect and variability of languages is also promoted
through the cultivation of this competence.

A positive attitude involves the appreciation of cultural diversity, and an interest
and curiosity in languages and intercultural communication.

Mathematical Competence & Basic

Competences in Science & Technology
Denition: the ability to develop and apply mathematical thinking in order to
solve a range of problems in everyday situations; and the ability to use and
handle technological tools and machines as well as scientic data to achieve a
goal or to reach an evidence-based decision or conclusion.

Impact/Attributes: Competence includes an attitude of critical appreciation
and curiosity, an interest in ethical issues and respect for both safety and
sustainability, in particular as regards scientic and technological progress in
relation to oneself, family, community and global issues.

A positive attitude in mathematics is based on the respect of truth and
willingness to look for reasons and to assess their validity.

Digital Competence
Denition: Digital competence involves the condent and critical use of Information
Society Technology (IST) for work, leisure and communication. It is underpinned by
basic skills in ICT: the use of computers to retrieve, assess, store, produce, present and
exchange information, and to communicate and participate in collaborative networks
via the Internet.

Impact/Attributes: Digital Competence cultivates the skills to search, collect and
process information and use it in a critical and systematic way, assessing relevance
and distinguishing the real from the virtual while recognizing the links. Individuals also
develop the skills to use tools to produce, present and understand complex
information and the ability to access, search and use internet-based services.
Individuals are also able to use IST to support critical thinking, creativity, and
innovation, which in turn encourages a critical and reective attitude towards
available information and a responsible use of the interactive media.

Learning to Learn
Denition: Learning to learn is the ability to pursue and persist in learning, to
organise one's own learning, including through eective management of time and
information, both individually and in groups. This competence includes awareness
of one's learning process and needs, identifying available opportunities, and the
ability to overcome obstacles in order to learn successfully.

Impact/Attributes: Knowledge and understanding of ones preferred learning
strategies, the strengths and weaknesses of ones skills and qualications, and to
be able to search for education and training opportunities and guidance available.

A positive attitude includes the motivation and condence to pursue and succeed
at learning throughout one's life. A problem-solving attitude supports both the
learning process itself and an individual's ability to handle obstacles and change.

Social & Civic Competences

Denition: Personal, interpersonal and intercultural competence and cover all
forms of behaviour that equip individuals to participate in an eective and
constructive way in social and working life, and particularly in
increasingly diverse societies, and to resolve conict where necessary.

Impact/Attributes: The ability to engage eectively with others in the public
domain, and to display solidarity and interest in solving problems aecting the
local and wider community. This involves critical and creative reection and
constructive participation in community life. Full respect for human rights
including equality as a basis for democracy, appreciation and understanding of
cultural and religious dierences. This means displaying both a sense of belonging
to one's locality, country, the EU and Europe in general. It also encourages one to
develop a sense of responsibility, as well as showing understanding of and respect
for the shared values that are necessary to ensure community cohesion.

Sense of Initiative & Entrepreneurship

Denition: The ability to turn ideas into action. It includes creativity,
innovation and risk-taking, as well as the ability to plan and manage
projects in order to achieve objectives.

Impact/Attribution: This competence cultivates ones ability for proactive
project management, eective representation and negotiation, and the
ability to work both as an individual and collaboratively in teams. The ability
to judge and identify one's strengths and weaknesses, and to assess and
take risks as and when warranted is also developed. An entrepreneurial
attitude is characterized by initiative, pro-activity, independence and
innovation in personal and social life, as much as at work. It also encourages
determination and motivation to meet objectives, whether personal goals,
or aims held in common with others, including at work.

Cultural Awareness & Expression

Denition: Appreciation of the importance of the creative expression of ideas,
experiences and emotions in a range of media, including music, performing arts,
literature, and the visual arts.

Impact/Attribution: This competences encourages an individual to develop a
solid understanding of one's own culture and a sense of identity which can be the
basis for an open attitude towards and respect for diversity of cultural expression.
This key competence also helps to develop creativity, and the willingness to
cultivate aesthetic capacity through artistic self-expression and participation in
cultural life.

Why assess Key Competences?

Assessment is crucial for the development of key competences.. It not
only aects how others see us but also how we see ourselves. More
specically, it aects how we think about ourselves, what we feel about
ourselves and how we behave in response. Ultimately, it impacts on
whether or not we become lifelong learners.

The main challenge now is to assess all key competences.

European Commission (2012), Assessment
of Key Competences in initial education
and training: Policy Guidance

VINTAGE at a glance
Project Objectives include:

!Provide a European context regarding existing strategies and
approaches for the assessment of competences
!Develop a framework, with indicators and descriptors for the
assessment of key competences and a basic portfolio
!Develop, on the basis of the designed framework, an online tool for the
self-assessment of the key competences
!Test the framework involving trainers/teachers; test the online tool
involving adult learners

VINTAGE in progress
State of Art
June 2013

STATE OF
ART
Best practices
of evaluation
and
assessment of
Key
Competences
in Europe

Framework
October 2013

Pilot Run 1

Online Tool

January 2014

May 2014

Pilot Run 1

methodological procedure,
of self evaluation with a set
of descriptors of mastery
and qualities; a checklist for
the self-assessment of each
key competence according
to existing standards and
criteria.

Try out of the

methodological
procedure of self
evaluation, with
technique of Focus
group of experts and
practitioners.

Format where adult and

elderly learners can record
the results of the self-
assessment of key
competences

Seven parallel focus

group sessions in
Partner Countries

November 2014

Online tool

FRAMEWORK

BASIC PORTFOLIO

Pilot Run 2

Digital tool supporting
the self assessment
procedure

VINTAGE Framework

The VINTAGE self-assessment procedure is not a skills based test, but a self-
evaluation of the general behaviour performed in a specic context
expressing specic qualities

The VINTAGE self-assessment tool is not envisaged as a test to measure
knowledge and skills referring to the Key Competences, rather it aims to
propose an analysis and a reection on performed behaviours in a
contextualized situation

Basic Portfolio

The Basic Portfolio consists in a format (grid or other) where

adult and elderly learners can record the results of
the self-assessment of key competences.

It is intended to be a tool guiding people to complete with
awareness the self evaluation of key competences on the basis
of the designed framework.

VINTAGE Self-Assessment Procedure

One the Key Competence is chosen, the VINTAGE Self-Assessment
Procedure can be followed in these four easy steps:
Step 1: identication of the level of mastery
Step 2: using the scenario for the self-assessment, recalling
performed behaviours
Step 3: rating the qualities
Step 4: repeating step 2 and step 3 for each cluster of competence

Repeat
Choose and
Assessment
&
the Key
Choose the
Assess a
Fill
t
he
G
rid
Choose
Competence
Mastery Level
Grid for Each
Domain
Domain

Step 1: Choose Your Mastery Level

The Mastery Level is the level at which the end-user wishes to assess
themselves in a particular competence. Choosing the Mastery Level
involves reading 5 statements and choosing the one which the end-user
feels is most relevant to their level of competence.

The 5 levels follow a logical sequence, including an increasing grade of
expertise from the lower (level 1) to the higher (level 5):
Level 1: Can do when guided
Level 2: Can do, can choose
Level 3: Can combine, can design
Level 4: Can improve, can extend
Level 5: Can explain

Step 2: Choose & Assess a Domain

A competence is composed of a set of components which the VINTAGE project

partners have identied and termed Domains.

These domains portray a series of knowledge, skills and attitudes, contextualised
in a series of real-life scenarios which when paired together allow for the
assessment of the holistic competence.

When assessing a particular domain it is important for end-users to read each of
the given scenarios and recall how they have behaved in a similar situation.
This element of being able to recall their own behaviour is central to the self-
assessment procedure.

Step 2: Choose & Assess a Domain

Tutors should advise end-users to use the STAR technique when undertaking this
step in the self-assessment procedure.

The STAR (Situation, Task, Action, Result) format is a job interview technique
used by interviewers to assess whether an applicant possess the desired skills
and abilities to perform the job role.

Situation: The situation in which you found yourself
Task: What did you have to achieve in this situation?
Action: What did you do, why and what were the alternatives?
Results: What was the outcome of your actions? What did you achieve through
your actions and did you meet your objectives? What did you learn from this
experience and have you used this learning since?

Step 3: Fill in the Grid

When lling in the grid, it is important that users take time to reect on a
situation they have encountered, similar to the ones described in the tool, and
to rate their own performance and behaviour in dealing with that particular
situation.

There is an option of 5 ratings across 4 quality dimensions, which users are asked
to score or rate themselves using.

The overall outcome of this section of the assessment tool is to be left with a
score per domain, which is reective of the users level of competence.

Step 4: Repeat the Procedure

At this point, users are asked to repeat the self-assessment procedure for the
remaining clusters, until they have completed at least one full key
competence assessment, and have received their complete competence
prole for their chosen key competence.

Once the user has repeated steps 2 & 3 until they have completed a full
assessment of one key competence, they will then have a competence prole
detailing their level of competence.

Users have the option of completing this self-assessment for all 8 European Key
Competences, and receiving a full prole of their competence, which can then
be used to complete your Basic Portfolio, the relevant section of the Europass
CV, and other Curriculum Vitae documents.

It Takes Time to Self-Assess

End-users should be made aware that the self-assessment procedure is quite
time consuming and so it is necessary that each end-user sets aside the
following times to complete the self-assessment:

Choosing
Mastery Level
10-15 minutes

Assessing
Domain 15-30
minutes

Filling the Grid

10-15 minutes

VINTAGE website
Your participants/trainees
need to register on the
VINTAGE website, and log in
to complete the self-
assessment tool.

To sign up and/or log in,
please visit the website at
www.vintage.euproject.org
and follow the links

Its Over to You!

Please take this time to
log onto the VINTAGE
project website and to
work through the steps
to complete the self-
assessment prole for at
least one cluster of one
competence

Thank You for Your Attention

Partner Name

Partner Logo
Partner website address


This project has been funded with support from the European Commission. This communication reects the
views only of the author, and the Commission cannot be held responsible for any use which may be made of
the information contained therein.