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Experiential learning assessment and competence
development for a second career: the example of
alternating training programmes for professional
promotion
Philippe Astier ISPEF, University Lumière Lyon-2
Lucie Petit SEFA-CUEEP, University of Lille-1
Lyon 2
ISSUE AT STAKE
1. How to assess competence?
Three ways seem possible :
- Competence is only attainable for an outside
observation
- The subject has a monopoly of access to his/her
competence
- Competence needs to be characterized
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THE THEORETICAL FRAMEWORK
Activity theories- Leontiev (1979). Activity, Consciousness, and Personality. London: Prentice Hall- Vygotski (1937/ 1986). Thought and language. Cambridge: the MIT Press
Vocational didactics - Pastré and Samurçay (2004). Recherches en didactique professionnelle. Toulouse: Octarès - Vergnaud (1996). Au fond de l’action, la conceptualisation. In J-M. Barbier (Eds.) Savoirs théoriques et savoirs d’action. Paris: PUF
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A TOOL FOR COMPETENCE DIAGNOSIS
Designed for a school of civil service (ESEN)
Developed for a training programme based on
alternation and intended for secondary cycle state
school inspectors
Used for the trainees’ placement at the beginning
of the training
3 questions guided its design
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A TOOL FOR COMPETENCE DIAGNOSIS
Alternation is:
A system borrowed from the model of apprenticeship
A succession of periods of practice in the workplace and periods of learning in the classroom
A fast track for - A professionally oriented education - A successful integration in the labour market
Widespread at every level of qualification
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A TOOL FOR COMPETENCE DIAGNOSIS
Three steps to design the tool
1.Building a referent thanks to activity analysis
a)A choice of 7 significant professional situations of the state school inspector
b)An activity analysis in order to characterize the competences necessary to act in the 7 situations
c)Stable elements and dynamics of competence for each situation were highlighted
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A TOOL FOR COMPETENCE DIAGNOSIS
2. Building an initial diagnosis through experience analysis
a) Biographical analysis
b) Comparison between the record from the
experience analysis and the referent
c) Summary of the comparison initial
diagnosis
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A TOOL FOR COMPETENCE DIAGNOSIS
3. Competence analysis as an assessment situation
a. An individual interview with an associate trainer
b. Contradiction and reassessment of the initial diagnosis
c. A diagnosis leads to an individual plan of
professionalization : what kind of training does
each trainee need?
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A TOOL FOR COMPETENCE DIAGNOSIS
Key points
- The relevance of establishing competence assessment on activity and experience must be understood by all the stakeholders (trainers, trainees and tutors)
- Should the assessment consider gaps to be an official report of competence or should it be a zone of development?
- The articulation of identity dynamics and cognitive dynamics in this assessment process is an important issue
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THANK YOU FOR YOUR ATTENTION
