This Easy Guide provides a user-friendly support for the use of the online tool for the self-assessment of Key Competenc...
ONLINE TOOL FOR SELF EVALUATION OF KEY COMPETENCES IN ADULT AGE
VINTAGE EASY GUIDE
This Easy Guide provides a user-‐friendly support for the use of the online tool for the self-‐ assessment of Key Competences developed by the VINTAGE project. VINTAGE is a European project funded by the European Commission within the Grundtvig action of Lifelong Learning Programme. VINTAGE – ONLINE TOOL FOR SELF EVALUATION OF KEY COMPETENCES IN ADULT AGE Project Number: 527349-‐LLP-‐1-‐2012-‐1-‐IT-‐GRUNDTVIG-‐GMP Agreement Number: 2012-‐4192/001-‐001 Web site http://vintage.euproject.org The VINTAGE Consortium is composed by seven European organizations: Learning Community (Coordinator) – Italy Wisamar – Germany Dieberater – Austria STPKC – Sweden Meath Partnership – Ireland PLATO – The Netherlands Formazione 80 -‐ Italy Eleonora Guglielman and Laura Vettraino for the VINTAGE consortium, 2014 This project has been funded with support from the European Commission. This publication reflects 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.
This work is licensed under a Creative Commons Attribution-‐ NonCommercial-‐NoDerivatives 4.0 International License.
CONTENT DESCRIPTION ..................................................................................................................... 4 HOW TO USE THIS GUIDE ................................................................................................... 5 WHAT ARE THE KEY COMPETENCES? .................................................................................. 7 The “competence” ............................................................................................................................................................... 7 The Key Competences ....................................................................................................................................................... 7 Which are the Key Competences? ................................................................................................................................ 7 Why these 8 competences? ............................................................................................................................................. 9
WHAT MEANS “SELF-‐ASSESSMENT”? ............................................................................... 10 Assessment and self-‐assessment ............................................................................................................................... 10 Why to self-‐assess Key Competences? .................................................................................................................... 10
GUIDE STEP-‐BY-‐STEP TO THE SELF-‐ASSESSMENT .............................................................. 11 Overview .............................................................................................................................................................................. 11 Before starting ................................................................................................................................................................... 12 Preliminary step: choose a Key Competence ....................................................................................................... 13 Step 1: choose a domain ................................................................................................................................................ 14 Step 2: choose the mastery level ............................................................................................................................... 15 Step 3: assess the domain ............................................................................................................................................. 16 Step 4: repeat steps 2 and 3 for each domain ...................................................................................................... 18 Use your results ................................................................................................................................................................ 19
QUESTIONS & ANSWERS .................................................................................................. 20 Annex 1. THE 8 KEY COMPETENCES AND THEIR DOMAINS ............................................... 22 1. Communication in the mother tongue ............................................................................................................... 22 2. Communication in foreign language ................................................................................................................... 22 3. Mathematical competence and basic competences in science and technology ............................... 23 4. Digital competence ..................................................................................................................................................... 24 5. Learning to learn .......................................................................................................................................................... 24 6. Social and civic competence ................................................................................................................................... 25 7. Sense of initiative and entrepreneurship .......................................................................................................... 26 8. Cultural awareness and expression ..................................................................................................................... 27
Annex 2. RECOMMENDATIONS FOR PRACTITIONERS ....................................................... 28 Why self-‐assess the Key Competences? .................................................................................................................. 28 Why use a digital tool? ................................................................................................................................................... 28 Why teacher and trainers should use the VINTAGE tool? .............................................................................. 29 The VINTAGE tool in Adult Education ..................................................................................................................... 29 Transferring VINTAGE to other contexts and levels ......................................................................................... 30 1. VET System ....................................................................................................................................................................... 30 2. School ................................................................................................................................................................................. 30 3. Universities and higher education ......................................................................................................................... 30 4. Volunteering sector ...................................................................................................................................................... 30
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DESCRIPTION This Easy Guide is a user-‐friendly support to the practical use of the online tool for the self-‐ assessment of Key Competences realized by VINTAGE Project. This Guide is released both in paper and in digital version: the digital version is available as a browsable and downloadable book and as a contextual help in the online tool. The Guide explains the rationale of the online tool, its practical use step-‐by-‐step and the ways to use the results of the self-‐assessment. Moreover, it gives operative suggestions to make a successful self-‐assessment and answers to the main questions the user could ask about the self-‐assessment itself. The Guide has been developed on the basis of the results of the two experimentations of the online tool, concerning the design of the self-‐assessment and its realization as a digital tool. Directions, suggestions and changes proposed by adult learners, trainers and practitioners who took part in the experimentations have been integrated in the tool and in the Guide.
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HOW TO USE THIS GUIDE You can use this guide both in the book version and online. The book version is published on paper and free distributed. It is also available in digital format on the vintage web site http://vintage.euproject.org, can be downloaded and printed. The online version is available in the tool, as a contextual help that will support you step-‐by-‐step in the self-‐assessment. You can choose the version you prefer, or use both at the same time. The Guide is organized in chapters. You can start from the first chapter and then go in sequence, or choose the chapter you prefer: it is not necessary to read all the chapters, or to read them in the here followed sequence! However, we suggest you to read the chapter “Guide step-‐by-‐step to the self-‐assessment” before you start the self-‐assessment procedure with the tool: read the whole chapter once, to understand how the tool works and which are the steps to follow; then, read the single steps while you’re doing the self-‐assessment, to be supported in the process. Suggestion: before starting the self-‐assessment, read once the whole chapter “Guide step-‐by-‐step to the self-‐assessment” and then read it again following the instructions while doing the self-‐assessment. The guide is divided in chapters: HOW TO USE THIS GUIDE is the chapter you are reading at this time, and explains how to use the guide. WHAT ARE THE KEY COMPETENCES? is a description of the 8 Key Competences and their relevance for every European citizen. WHAT MEANS “SELF-‐ASSESSMENT”? explains the meaning of self-‐assessment and describes the possible uses of the results of the self-‐assessment of Key Competences for personal life, work and study.
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GUIDE STEP-‐BY-‐STEP TO THE SELF-‐ASSESSMENT is a prompt support that will guide you in the self-‐assessment. USING THE RESULTS supports you in the valorisation of the outcomes of the self-‐ assessment. QUESTIONS & ANSWERS is a collection of “frequently asked questions” where you can find an answer to your doubts and queries. NOTES FOR TRAINERS is a quick guide that helps you in the self-‐assessment procedure if you are a trainer, a teacher, or a practitioner and you want to experiment the tool with your learners.
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WHAT ARE THE KEY COMPETENCES?
The “competence” The word “competence” means a mix of knowledge, abilities and attitudes: you are “competent” if you are able to act well in a certain situation. To be competent does not mean solely to know something or to have some notions about some topics, but also to put into practice the knowledge in a given context and situation. You can be competent in a field even if you haven’t carried out a specific learning pathway or exercised a trade or a profession related to that field.
The Key Competences The European Union has identified and described 8 Key Competences that enable every citizen to adapt to changes of society. They are important for the personal fulfilment and development, for the working life, for studying and learning new things. Everyone should possess them: young people in training to get ready for the adult life and for the labour market; adult and senior people for Lifelong Learning in order to continuously improve knowledge.
Which are the Key Competences? The eight Key Competences, as described by European Commission, are the following: 1. COMMUNICATION IN THE MOTHER TONGUE, which is the ability to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing) in the mother tongue and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts. 2. COMMUNICATION IN FOREIGN LANGUAGES, which involves, in addition to the main skill dimensions of communication in the mother tongue, mediation and intercultural understanding. The level of proficiency depends on several factors and the capacity for listening, speaking, reading and writing.
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3. MATHEMATICAL COMPETENCE AND BASIC COMPETENCES IN SCIENCE AND TECHNOLOGY. Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge. Basic competences in science and technology refer to the mastery, use and application of knowledge and methodologies that explain the natural world. These involve an understanding of the changes caused by human activity and the responsibility of each individual as a citizen. 4. DIGITAL COMPETENCE involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT). 5. LEARNING TO LEARN is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities. 6. SOCIAL AND CIVIC COMPETENCES. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-‐being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights), equips individuals to engage in active and democratic participation. 7. SENSE OF INITIATIVE AND ENTREPRENEURSHIP is the ability to turn ideas into action. It involves creativity, innovation and risk-‐taking, as well as the ability to plan and manage projects in order to achieve objectives. The individual is aware of the context of his/her work and is able to seize opportunities that arise. It is the foundation for acquiring more specific skills and knowledge needed by those establishing or contributing to social or commercial activity. This should include awareness of ethical values and promote good governance.
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8. CULTURAL AWARENESS AND EXPRESSION, which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature and the visual arts).
Why these 8 competences? The 8 Key Competences are the outcome of a work started in 2001, within the framework of the Education and Training 2010 Programme. A European working group of experts developed a reference framework to identify key competences necessary for successful functioning in the knowledge society and economy. The 2001 European Commission’s document A Memorandum on Lifelong Learning has defined 4 “basic skills” areas: IT skills, foreign languages, technological culture, entrepreneurship and social skills. This was the basis on which subsequent studies and researches have made it possible to define 8 areas of expertise needed to live actively in the knowledge society. In December 2006, the Council and the European Parliament approved the Recommendation on key competences for lifelong learning.
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WHAT MEANS “SELF-‐ASSESSMENT”?
Assessment and self-‐assessment The word “assessment” might appear daunting, because it is often associated with the grades and the judgments assigned by the teachers in school. In this case there is no one assigning you grades: it’s you, observing yourself, thinking, and reflecting to understand how you are able to do something or how you succeed in a given field, that is your “competence level”.
Why to self-‐assess Key Competences? These are some reasons why you should self-‐assess your Key Competences: to be aware of your potential; to improve the quality of your life, of your professional profile, of your family life, your free time; to devote some time to yourself and your improvement; to improve your reflective attitude and self confidence. The output and results of the self-‐assessment process will be recorded in a BASIC PORTFOLIO, the document that make visible and valorised the Key Competences possessed by the user. Maybe you heard about the Europass Curriculum Vitae, or you are already familiar with it: the Europass Curriculum Vitae is a document to present your skills and qualifications effectively and clearly. The Basic Portfolio generated by the self-‐assessment of Key Compentences contains a part that can be inserted in the Europass Curriculum Vitae, to make visible and valorise your Key Competences. If you want to read more about the Europass, go the official website http://europass.cedefop.europa.eu/en/documents/curriculum-‐vitae
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GUIDE STEP-‐BY-‐STEP TO THE SELF-‐ASSESSMENT
Overview The self-‐assessment is divided in single steps; each one is carefully explained in this guide. We will explain all the terms (“mastery level”, “domain”, etc.) in the step-‐by-‐step description. In the following picture you can see the correct procedure to self-‐assess a Key Competence; the entire process should be repeated for each competence you want to assess.
Choose the Key Competence
Choose a domain (STEP 1)
Choose the mastery level (STEP 2)
Assess the domain (STEP 3)
Repeat steps 2 and 3 for each domain
The logical process can be synthetized as following: Preliminary step: choice of the Key Competence you want to assess Step 1: choice of the domain of that Key Competence you want to assess Step 2: choice of the level of mastery in which you recognize yourself in that domain, and reflection on the situation Step 3: self-‐assessment of the domain Step 4: repeating step 2 and step 3 for each domain of competence.
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Before starting To use the tool, go to http://vintage.euproject.org and login using the form in the left menu. YOUR SELF-‐ASSESSMENT LOGIN If you don’t have an account, you can open it: click the link Your self-‐assessment and you will required to register. Once you have completed the registration, you can login in the website. Now you are in the home page of the tool: in the left menu you find the links to the online tool guide, the self assessment tool, the profiling tool and the logout. Click on the menu voice Online self-‐assessment tool and you are ready to start your self-‐assessment!
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Before starting, you should take your time and find a comfortable situation in which you can dedicate to yourself and to the self-‐assessment the necessary time. We have calculated an average time for each step that is illustrated in the following picture:
STEP 1
STEP 2
choose a domain
choose the mastery level
2-‐5 minutes
3-‐5 minutes
STEP 3
assess the domain
10-‐20 minutes
The picture means that to complete a domain of a Key Competence, the average time requested can vary from 20 to 30 minutes. Anyway, after doing the assessment of the first domain you will acquire expertise and the process will be quicker for all the further domains. Suggestion: eliminate all sources of distraction, sit comfortable and take your time.
Preliminary step: choose a Key Competence Choose the Key Competence
Choose a domain
Choose the mastery level
Assess the domain
Repeat steps 2 and 3 for each domain
In the tool you find the list of the 8 Key Competences: 1. Communication in mother tongue 2. Communication in foreign language 3. Mathematical competence and basic competences in science and technology 4. Digital competence 5. Learning to learn 6. Social and civic competence 7. Sense of initiative and entrepreneurship
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8. Cultural awareness and expression. What to do now: Select one of them and the system will let you proceed to the step 1. This preliminary step takes up to a couple of minutes. Start with the Key Competence you feel more confident with or you are the most curious about. It is not necessary to assess all 8 Key Competences! You can choose to assess one ore more. Furthermore, you can decide to assess only one domain or some domains of a Key Competence: you only need to know that the final result will be partial respect to the assessment of the entire Key Competence. Suggestion: start with the Key Competence you feel more confident with or you are the most curious about.
Step 1: choose a domain Choose the Key Competence
Choose a domain
Choose the mastery level
Assess the domain
Repeat steps 2 and 3 for each domain
Now you will find a list of DOMAINS preceded by the abbreviation of the Key Competence you have chosen (ex. KC4 for Key Competence 4, Digital Competence). What are these domains? A competence is a complex set made by components that we have identified and called “domains”. In fact, to assess a competence it is necessary to decompose it in homogeneous parts and analyse separately each one of these parts. For example, Key Competence 1 “Communication in mother tongue” is composed by five domains: listening, reading, spoken interaction, spoken production and writing. All of them contribute to draw the overall
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picture of your competence on this Key Competence. So, if you want to have a complete self-‐assessment of a given competence, you should assess each one of its domains. What to do now: Read the description of each domain and choose the one you want to assess.
Step 2: choose the mastery level Choose the Key Competence
Choose a domain
Choose the mastery level
Assess the domain
Repeat steps 2 and 3 for each domain
Now you are asked to choose the mastery level. The MASTERY LEVEL is the level at which you place yourself evaluating yourself in a given competence. You determine the mastery level when you start doing the self-‐assessment in the domain: it consists in choosing, among 5 descriptions, the one in which you recognize yourself. The 5 descriptions are a sort of general profile stating your expertise level in this Key Competence. For example, the 5 descriptions for the Digital Competence are the following: Level 1. I occasionally use digital communication devices and technologies (for example TV, telephone, tablet, computer, ATM machine, Internet, Skype, etc.), if necessary. Level 2. I daily use the basic functions of digital communication devices and technologies for pleasure, for domestic tasks or for my job. Level 3. I daily use digital communication devices and technologies, for pleasure, for domestic tasks or for my job. I can adapt and personalize the functions of these devices according to my needs and preferences. Level 4. I daily use digital communication devices and technologies, for pleasure, for domestic tasks or for my job. You can solve problems and face challenges by myself, manage devices and software, modify and upgrade their features. Level 5. I can give support to other people, explain how to use digital communication devices and technologies, how to customize them, how to solve problems and face challenges. The choice of the mastery level is the starting point of the self-‐assessment: as you can see, there is no external evaluator or system that assigns you grades or levels. The assessment of Key Competences is made by you.
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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. What to do now: Read carefully the list of the 5 level descriptions and choose the one that you recognize yourself in or that you would relate your own performance in this particular competence to. Suggestion: if you are torn between which of two contiguous levels to choose, select the lower one; when you proceed in the self-‐assessment of the domains, it will be clear if it is the right mastery level for you.
Step 3: assess the domain Choose the Key Competence
Choose a domain
Choose the mastery level
Assess the domain
Repeat steps 2 and 3 for each domain
To assess the domain you are asked to do two things: to recall your behaviour in a real life situation and to evaluate your performance in that situation. RECALL YOUR BEHAVIOUR IN A SITUATION For each domain of the Key competence you choose, you are offered with situations supporting the self-‐assessment of your performance.
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What to do now: Read the situations and recall your behaviours in life contexts. You can refer to your past experience, recalling your behaviour in the described situation or a similar situation; or, alternatively, you can imagine yourself in the described situation. What you would do? How would you react? Concentrate your attention on the sequence of your actions. List them in a logic order and describe them. You can use the STAR technique -‐ Situation, Task, Action, Result. Suggestion: use the “STAR” technique. The STAR (Situation, Task, Action, Result) format is a technique used to gather all the relevant information about a specific capability. 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? EVALUATE THE QUALITY OF YOUR PERFORMANCE If you are at this stage you have recalled to your memory a given situation and your performed behaviour to solve it. Now, some questions will guide you to assess the quality of your performance. You are invited to rank your performed behaviour in a five grades scale of 4 quality dimensions. The result of this self-‐assessment is a score per domain of the Key Competence, which reflects your competence level over that particular domain. What is assessed is your behaviour in a given situation.
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What to do now: Read the questions and evaluate your behaviour for each of the 4 following dimensions: 1. Reflective 2. Autonomous 3. Self-‐directed 4. Effective Some control questions will guide you in rating these dimensions. The system will give you back the results in form of a descriptive profile. Suggestion: refer to the performance you have recalled in the previous step when you answer to the questions. Remember that you are assessing the quality of your behaviour; you are not judging your worth as a person.
Step 4: repeat steps 2 and 3 for each domain Choose the Key Competence
Choose a domain
Choose the mastery level
Assess the domain
Repeat steps 2 and 3 for each domain
To complete the self-‐assessment for a Key Competence, you have to repeat the step 2 and 3 for each domain. At the end of the assessment of each domain of a Key Competence you will have the specific profile and a feedback on that domain of the competence. The feedback is referred to the quality dimensions of your performance you have assessed in step 3. This feedback is for you, and tells you which areas you could improve to ensure that your performance is successful. The detailed domain profile description is your partial profile for that Key Competence: it tells all the things you are able to do concerning that domain of the competence. It can be used to make visible your level in that Key Competence, and can be reported in complete form in your Basic Portfolio, or in synthetic form in your Curriculum Vitae.
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What to do now: Repeat the steps 2 and 3 for all the domains of the selected Competence, in order to obtain a complete and general Competence profile and feedback.
Use your results At the end of the assessment of all domains of a Key Competence you will have the overall profile on that competence and a feedback. The feedback, represented by a numerical value (from 1 to 5, when 1 is low and 5 is high), referred to the 4 quality dimensions you have assessed in step 3. This feedback is for you, and tells you which areas you could improve to ensure that your performance is successful. The detailed competence profile description is your complete profile for that Key Competence: it tells all the things you are able to do concerning that competence. It can be used to make visible your level in that Key Competence, and can be reported in complete form in your Basic Portfolio, or in synthetic form in your Curriculum Vitae. SUGGESTIONS Discuss the result of your self-‐evaluation with your peers, your manager, your trainer. That can help you to increase the awareness of your strength points and development areas.
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QUESTIONS & ANSWERS
How much time does it take? The self-‐assessment is divided in steps. We have calculated an average time in a range from 20 and 30 minutes to complete the self-‐assessment of a domain. Of course, this is the estimated time: you could do the self-‐assessment in more or less time, it depends on your own pace. Take into account that once you have assessed a domain, the following will require less time because in the meanwhile you will acquire familiarity and self-‐assessment abilities. Is there a shorter path? The self-‐assessment is a process that requires time to give back relevant results. The VINTAGE tool is not based on true/false quizzes or predefined questions/answers tests: it is based on the self-‐reflection and self-‐awareness in recalling real life situations to check the level of mastery in complex competences. That is the reason why to have a consistent profile you need to apply in a time-‐expensive procedure. Can I interrupt the path and reprise it later? Yes, you can take a pause at any time to reprise the self-‐assessment in a later time. The data and the answers you have inserted will be memorized by the system. I decided to stop at the second domain. Can I have my results generated? To have a complete profile for a Key Competence you have to assess all its domains; nevertheless, the system gives you back the results relative to the domains you have assessed, with a profile generated for those domains. I chose a mastery level (or a quality level) but later I changed my mind, can I go backward to correct? Yes, the system allows you to go back and correct your answer. I’m not good in using the computer. Can I do the self-‐assessment with paper and pencil?
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No, the VINTAGE self-‐assessment system is an online tool available only by connecting on the Internet. However, if you find difficult using a computer you can ask a help to your teacher or trainer, or a friend or a relative familiar with the computer. In the description there are some words that I don’t understand, who can explain them? We tried to explain in this Guide all the technical terms. However, if there is something that is not clear, you can ask help to your teacher or trainer, or send an a-‐mail asking an explanation to
[email protected] What happens if I cheat? Does the system notice it? The system does not notice if you cheat, but since this is a self-‐assessment activity, is in your interest to be more sincere as possible about your capabilities and difficulties to valorise your positive aspect and improve yourself. Can I obtain a degree with the results of the self-‐assessment? No, the results cannot give you the right to have a degree or a diploma; nevertheless, you can use the results to improve yourself, enrolling in a study pathway after which you could obtain a study degree. Why do I see only one Key Competence in the screen? The system is planned to show you only the competence of which at that moment you are doing the self-‐assessment. You can switch to another Key Competence after having completed the self-‐assessment of a domain or leaving it.
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Annex 1. THE 8 KEY COMPETENCES AND THEIR DOMAINS
1. Communication in the mother tongue Communication in the Mother tongue is the ability to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing) and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts; in education and training, work, home and leisure. In the VINTAGE project KC1 contains five domains: 1. Listening, that focuses mainly on communication processes that require receiving and interpreting of spoken messages. 2. Reading, that focuses mainly on communication processes that require receiving and interpreting of spoken messages. 3. Speaking interaction, that is the ability to communicate ideas and respond to others coherently. 4. Speaking production, that is the ability to communicate ideas and respond to others coherently. 5. Writing, that is the ability to use written words to express ideas.
2. Communication in foreign language Communication in the foreign languages is the ability to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing) and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts; in education and training, work, home and leisure; as well as in mediation and intercultural understanding. In the VINTAGE project KC2 contains five domains: 1. Listening, that focuses mainly on communication processes that require receiving and interpreting of spoken messages.
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2. Reading, that focuses mainly on communication processes that require receiving and interpreting of spoken messages. 3. Speaking interaction, that is the ability to communicate ideas and respond to others coherently. 4. Speaking production, that is the ability to communicate ideas and respond to others coherently. 5. Writing, that is the ability to use written words to express ideas.
3. Mathematical competence and basic competences in science and technology Mathematical, Science & Technology Competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge. Basic competences in science and technology refer to the mastery, use and application of knowledge and methodologies that explain the natural world. These involve an understanding of the changes caused by human activity and the responsibility of each individual as a citizen. In the VINTAGE project KC3 contains five domains: 1. Quantitative reasoning, that concerns the use of basic mathematical elements (calculation, percentage and ratio, weight and measures) in solving daily life problems, comparing complex situations and in making decisions. 2. Spatial reasoning, that concerns the sense of space, evaluating spatial ratios, representing and elaborating figures, surfaces and volumes. 3. Data elaboration processing, that concerns gathering, interpreting and representing (through graphs and charts) of pieces of information and data. 4. Relations, that focuses on the capability of interrelating data and quantities in order to solve problems, making predictions, evaluating possibilities and probabilities. 5. Scientific questions, that concern the understanding and the interpretation of technical/scientific data, the elaboration of a rational thinking based on evidences.
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4. Digital competence Digital competence involves the confident and critical use of Information Society Technology 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. In the VINTAGE project KC4 contains five domains: 1. Use of information, that concerns the use of basic skills in ICT in finding, locate, store, organize, and retrieve information and in identifying and evaluate information sources and information. 2. Communication, that concerns the use of basic skills in ICT in using synchronous (chat, skype, etc) and asynchronous (sms, web forum, e-‐mail, blogs, etc.) tools to communicate. 3. Content Creation, that concerns the use of basic skills in ICT in curating contents, sharing contents and producing new contents. 4. Safety, that concerns the use of basic skills in ICT in managing digital identity, personal data and privacy and adopt safety measures. 5. Problem solving, that concerns the use of basic skills in ICT in identifying digital needs and appropriate technological responses; understanding the potential of digital devices for work and personal life Plan, developing, evaluating goal-‐oriented activities.
5. Learning to learn Learning to Learn is related to learning and is the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities. In the VINTAGE project KC5 contains five domains: 1. Self managed learning, that concerns the planning, monitoring and evaluation of own learning. 2. Constructive thinking, that concerns rational, intellectual, cultural and contextual issues enabling to think creatively, critically and strategically, in order to make effective learning-‐ related decisions, problem solving, and goal achievements.
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3. Interpersonal communication, that concerns with the planning and participation in monitoring and evaluation of communication experiences gained in learning situations. 4. Using technologies for learning, that concerns the understanding, choosing and evaluating technologies for a variety of learning purposes in a rapidly changing technological and information/knowledge society. 5. Interact socially, that concerns intellectual, moral, society and life issues reflections in order to work effectively with others and participates responsibly in learning situations.
6. Social and civic competence Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-‐being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights), equips individuals to engage in active and democratic participation. In the VINTAGE project KC6 contains five domains: 1. Seeking to have an impact/ Standing for a good cause, that concerns the ability to locate, participate and sustain in activities and/or initiatives in order to actively have an impact or stand for a good cause in political, civic, social or environmental fields and in your community. 2. Participating in political life/acting democratically, that concerns the ability to locate, organize and participate in activities and/or initiatives in order to actively participate in political life and act democratically. This means identifying and using resources for information on political life, parties, initiatives, developments, issues and figures on local, national, international level, making the resources and information usable to actively participate in political life and develop political knowledge and opinion, understanding the political system, concepts and processes that enable people to act democratically. 3. Developing one’s identity, that concerns the ability to locate and participate in activities and/or initiatives related to political, social, historical, environmental and civic issues in order to develop one`s own identity. To this domain belong e.g. the identification and use of resources and information to gain knowledge and develop opinion on political, social, historical, environmental and civic issues local, national and international wide, making the
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resources and information usable to actively develop one´s own competences, skills and knowledge, the development and improvement of the ability to learn, exchange with others and to be open towards new developments and different ideas, the development of a sense of belongingness to one`s culture and society as well as the ability to formulate own standpoints and perspectives and own self confidence. 4. Participating in civic life, that concerns the ability to locate and participate in activities and/or initiatives related to participation in civic life in your community, region and/or nation-‐wide. This means to identify and use resources for information on civic life initiatives, developments and issues on local, regional and national level, to make the resources and information usable to actively participate in civic life, initiatives and activities on local, regional and national level as well as to practice and develop social, intercultural and communication skills and competences as well as respectful and tolerant behaviour. 5. Interacting socially, respectful and caring, that concerns the ability to locate and participate in activities and/or initiatives related to social and intercultural fields in order to actively interact socially, respectfully and caring. This contains identifying and using resources and information on different social and cultural groups and backgrounds to develop an understanding for social and cultural differences and similarities and for own social, respectful, tolerant and caring behavior, as well as locating activities and initiatives to put this into practice, developing the ability to resolve conflict and show interest and help towards others as well as to communicate and exchange with people from different backgrounds.
7. Sense of initiative and entrepreneurship The Sense of Initiative and Entrepreneurship Competence is the ability to turn ideas into action, with an emphasis on creativity, innovation and risk-‐taking, as well as the ability to plan and manage projects in order to achieve objectives. By developing your competence in these domains, it will support you in being aware of the context of your work and being able to seize opportunities in your personal and professional lives. This competence is also a foundation for more specific skills and knowledge needed by individuals who wish to establish or contribute to social and/or commercial activity. In this way, these skills should include awareness of ethical values and promote good governance. In the VINTAGE project KC7 contains five domains:
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1. Organization, that concerns the level at which an individual possesses organisation skills, and the ability to organise their time, resources, people and events or meetings. 2. Problem solving, that concerns an individual‘s ability to identify and over-‐come obstacles by finding suitable solutions. An individual is considered competent in problem-‐solving when they are able to undertake strategic thinking and planning. 3. Creative thinking, that includes an ability to conceptualize new ideas, products and/or services. Having a sense of invention is an advantage to obtaining a high level of competence in this domain, but it is not necessary. 4. Managing risk, that concerns an individual’s ability to identify, calculate and respond to risks in a variety of settings. It is mostly concerned with risk-‐taking and assessment 5. Motivation, that is concerned with an individual’s ability to motivate themselves and others to work effectively and to make things happen.
8. Cultural awareness and expression
Cultural awareness and expression involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media. These include music, performing arts, literature, visual arts and so on. In the VINTAGE project KC8 contains five domains: 1. Self-‐expression, that focusses on expressing views and feelings in a product, performance of creation. Examples of this are: painting, designing, cooking, play acting, music or whatever. 2. Enjoyment of culture and arts, that involves having interest and pleasure in dedicating time to cultural and artistic products others made. For example: reading a book, listening to music, or attending an exhibition, museum, cinema, concert etc. 3. Cultural and artistic production, that involves having pleasure in making a cultural or artistic product, or participating in a cultural of artistic performance. For example: making a painting, sculpture, fashion or design, or participating in theatre, music, language, literature etc. 4. Sense of beauty and good taste, that involves being aware of the fact thing/events are (or are not) beautiful or nice, and having an opinion about this. This can concern for example choice of clothes, interior decoration, architecture, art or design. 5. Sensitivity to other cultures, that involves having interest in other cultures, and understand and appreciate them. For example by reading/talking about other cultures or by experiencing culturally expressive events.
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Annex 2. RECOMMENDATIONS FOR PRACTITIONERS
Why self-‐assess the Key Competences? The self-‐assessment approach used in VINTAGE is based on the concept of self-‐diagnosis and reverses the traditional assessment procedures: the subject is asked to be reflected in a profile at the beginning of the path of self-‐assessment, triggering a process of self-‐reflection, self-‐awareness and autonomy. The procedure is aimed at a diagnostic evaluation and empowerment process engaging the subject in an active and responsible process of self-‐reflection, helping to sustain the motivation to lifelong learning and at the same time to enhance the skills of self-‐evaluation. Self-‐evaluation of key competences may increase employability: most of the knowledge and skills we acquire throughout our lives are developed in informal settings, i.e. on the job, in volunteering activities, at home etc. and not in formal learning environments (school, higher education, structured training). This is particularly true for the key competences. But although they are valued very highly by employers, these key competences are often hard to document. The VINTAGE self-‐evaluation approach helps making them visible. Self-‐evaluation of key competences may increase confidence and motivation for further learning: it is always good to be aware of your qualities and strengths. The VINTAGE self-‐ evaluation approach reveals the competences you have already proved to have, and shows the way how to further improve them or to fill gaps.
Why use a digital tool? The self-‐observation at the beginning is an interesting perspective and a stimulus for the self-‐motivation. The focus on the performance of competences instead of focusing on skills and knowledge – and providing therefore long lists of multiple choice questions concerned with knowledge – was thought to be a good alternative. The online tool guides the adult in a self-‐diagnosis in relation to the level of owned Key Competences reflecting on performances acted in real life situations; the online procedure is simple, user-‐friendly and flexible – it can be used with the support of a tutor or a trainer, or can be used in a completely autonomous way. The online tool can be used anywhere and at every time; there is no need to participate in long and tiring sessions in presence; the user can decide to take a break and return as many times as he wishes. Another positive aspect is that the user is asked to recall in writing and proofs own performances in the e-‐portfolio – this is a real added value, made possible by the digital tool: the user can record more effectively the knowledge, skills and competences acquired by his life in a variety of learning settings.
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Why teacher and trainers should use the VINTAGE tool? The VINTAGE self-‐evaluation model is an active and thorough way of assessing the EU key competences for Lifelong Learning. The user is asked to consider a known situation from different perspectives, and has to make critical self-‐reflections. At the centre of the procedure there is the real person, not the hypothetic one. The tool is built on the idea the person has about him/herself, and all the phases allow the emerging of self-‐awareness. According to the opinion of the teacher and trainers involved in the experimentation, the VINTAGE tool could be useful in their training activities with adult learners. In fact, the tool is considered to be very interesting when used with a small group (1 practitioner/teacher and 3-‐4 learners) where each learner complete its own self-‐evaluation and at the end each one presents to the other members of the group the actions taken to self evaluate themselves and the result achieved. Actions and results should then be compared and discussed together with the trainer.
The VINTAGE tool in Adult Education The VINTAGE tool can be useful and significant in adult education, for purposes of empowerment, job interview preparation, formative evaluation of learning or career purposes. The self-‐reflective nature of the tool would be beneficial in some self-‐directed adult education training programmes, especially those facilitated through e-‐learning platforms. The self-‐evaluation procedure proposed by the Project can have a noteworthy impact on adult education. The most positive aspect is considered to be the process of reflection on the self and on one’s own behaviours. This, if duly accomplished, produces an innovative methodology of evaluation of Key Competences’ mastery level and can be considered in itself an actual training activity. Many participants in the experimentation phases agree that the use of the tool/of the procedure should be conceived as a methodological instrument for teachers and practitioners to be embedded or integrated in a wider set of activities, rather than as an instrument for individual use. In fact, the tool/procedure is considered to be very useful to carry out activities with small groups aimed at fostering peer-‐learning or to prepare adult learners to face the challenges of (re-‐)entering in the labour market, starting a personal development process or changing one’s career. The tool can be used for example to estimate the start level of participants in a training, or as self-‐reflection tool in adult education contexts. Dealing with adult people having a low educational level, to envisage a supported use of the tool (by teachers, practitioners or in a group of peers) is necessary.
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Transferring VINTAGE to other contexts and levels Both the procedure and the online tool can be effectively transferred to other contexts and levels in the field of education and training an in other fields. Few examples:
1. VET System VINTAGE can be applied at a European level to the Vocational Education and Training system, within the National Qualification Frameworks that support Lifelong Learning and the European Qualification Framework – EQF. The VINTAGE tool can be widely used, provided it is embedded in structures (for example in plans for personal development) and there is a strategy to make the tool acquainted and available (for example by employment centres or Human Resources Developers, or Managers). The HR department could get an overview of needs of courses or individual needs.
2. School In many European countries the Key Competences have been only partially integrated into school curricula, and often limited to the first 3 (communication in the mother tongue, communication in foreign languages and mathematical competences/basic competences in science and technology). Nevertheless it appears evident that the school of the future in Europe will be competence-‐based, and that the self-‐assessment proposed by VINTAGE can effectively support the processes of teaching and learning, in particular in secondary school. The tool is innovative, and it would particularly suit formal vocational training and students of all ages involved in higher education.
3. Universities and higher education VINTAGE can be applied to higher education (ISCED 5 and 6) to self-‐assess Key Competences and can be suitably adapted for self-‐assessing other groups of competences (technical, specialized, transversal, or basic) in the different paths according to the Dublin Descriptors that are based on these criteria: • Acquiring knowledge and understanding; • Applying knowledge and understanding; • Making informed judgements and choices; • Communicating knowledge and understanding; • Capacities to continue learning.
4. Volunteering sector Unpaid social engagement in NGOs providing volunteering activities is an often underestimated environment for the development of key competences. Assessing competence development of volunteers does on the one hand express appreciation for the often unrewarded effort of the volunteer but also generates motivation for volunteering by showing that social engagement does not only generate benefits for others but adds to one’s own personal development. Moreover competence assessment can serve accountancy obligations of volunteering organisations towards funders and public authorities.
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