The German National Educational Panel Study (NEPS)

Transcription

1 Conference on Modeling and Measurement of Competencies in Higher Education Berlin, February 24 th, 2011 The German National Educational Panel Study (NEPS) Assessing Competencies over the Life Course Hildegard Schaeper HIS-Institute for Research on Higher Education, Hannover

2 Project overview The NEPS is funded by the Federal Ministry of Education and Research. The NEPS was set up to study the acquisition of competencies, qualifications, and credentials assess the consequences of education for the life course describe educational processes, transitions and careers across the life span Pre-eminent theoretical characteristic: life-course perspective Methodology: multicohort sequence design, starting with six cohorts The NEPS is carried out by an interdisciplinary consortium of researchers and research institutes. Longitudinal integration ensured by a theoretical orientation towards five major dimensions ( pillars ) Conference on Modeling and Measurement of Competencies in Higher Education 1

3 The multicohort sequence design Stage 7: Higher education and the transition to work Age Refreshing AY 9. GR 5. GR AY VOC 10.GR 6. GR AY VOC 11.GR BA VOC 12.GR VOC 13.GR 9. GR 8. GR 7. GR Refreshing 3. GR 3. YJ 4. AY 2. YJ 3. AY 1. YJ 2. AY 1. AY VOC VOC 13.GR VOC 12.GR VOC 11.GR 10.GR 4. GR 5. GR 6. GR 5. YJ 4. YJ 5. AY 7. GR 1. YJ 1. AY 8. GR 2. GR 2. GR 1. GR Refreshing 1. GR KIG KIG KIG KIG 4. Y 3. Y 2. Y 1. Y AY MA YJ YJ YJ YJ YJ: Years in the Job VOC: Vocational Training AY: Academic Year BA: Bachelor MA: Master GR: Grade KIG: Kindergarten Y: Early Childhood (Years) Further Education and Tertiary Education Upper Secondary School Lower Secondary School Elementary School Kindergarten (KIG) Early Childhood (1. 4. Y) Years Conference on Modeling and Measurement of Competencies in Higher Education 2

4 Organizational network Kiel IPN Hamburg HAW Hanover, HIS Institute for Research on Higher Education: Responsible for the higher education stage Dortmund IFS Hanover HIS Göttingen Berlin FU Berlin HU Berlin IQB MPIfB WZB Bamberg, INBIL: Administration and central coordination Bochum Bonn BIBB Siegen Giessen Frankfurt DIPF Mannheim ZEW Tübingen BAMBERG INBIL ifb efms Nuremberg / Erlangen IAB Munich DJI ifo IFP LMU TUM Conference on Modeling and Measurement of Competencies in Higher Education 3

5 The five basic pillars of the NEPS house NEPS in the Institute for Longitudinal Educational Research (INBIL) Bamberg Pillar 1 Pillar 2 Pillar 3 Pillar 4 Pillar 5 Competence development across the life course Education processes in life-coursespecific learning environments Social inequality and educational decisions in the life course Educational acquisition with migration background in the life course Returns to education in the life course Method Group of the NEPS Survey and data management plus organization of panel user service Conference on Modeling and Measurement of Competencies in Higher Education 4

6 Concept of Competence Context-specific cognitive dispositions that are acquired and needed to successfully cope with certain situations or tasks in specific domains (Klieme, Hartig & Rauch 2008) Exclusion of non-cognitive aspects (e. g., motivation, volition, affection)? No, but separate assessment for analytical reasons: possibility to analyze the interplay between cognitive and non-cognitive components for pragmatic reasons: difficulty of handling the complexity of a holistic competence model for reasons of longitudinal measurement: domain-specific cognitive competencies will and can be reconstructed in their lifelong internal dynamics Distinction between context-bound, domain- and demand-specific competencies and domain-general, rather context-free cognitive dispositions (the former can be acquired, the latter are learnable only to a limited extent) Conference on Modeling and Measurement of Competencies in Higher Education 5

7 Competence domains addressed in the NEPS Domain-general cognitive abilities and capacities ( fluid intelligence, cognitive mechanics ; indicators: figural reasoning, perceptual speed) Basic domain-specific cognitive competencies (which become cross-curricular in later life): German language competencies (reading literacy, listening comprehension) Mathematical literacy Scientific literacy The above mentioned competencies will be assessed consistently and coherently across the life span. Foreign language competencies Metacompetencies and social competencies (metacognition, ICT literacy, social competencies, self-regulation) Stage-specific competencies, e. g. subject-specific competencies in the higher education stage Conference on Modeling and Measurement of Competencies in Higher Education 6

8 Subject-specific competencies in higher education The NEPS starts with two subject areas: business administration and teacher education Test for students of business administration: to be developed Test for students in teacher training programs: use of existing tests and of tests to be developed within the funding initiative Modeling and Measurement of Competencies in Higher Education Assessment at the end of the study program Conference on Modeling and Measurement of Competencies in Higher Education 7

9 Professional competence of teachers Aspects of competence Professional knowledge & abilities Beliefs Motivation Cross-curricular/ key competencies Areas of competence Pedagogical content knowledge Content knowledge Pedagogical-psych. knowledge Facets of competence Dependent on subject Dependent on subject Dependent on subject Dependent on subject Classroom management Students learning... About learning Selfregulation Epistemological beliefs Occupational aspirations adapted from: Baumert & Kunter, 2006; Bauer et al., 2010 Conference on Modeling and Measurement of Competencies in Higher Education 8

10 Professional competence of graduates in business Aspects of competence Professional knowledge & abilities Beliefs Motivation Cross-curricular/ key competencies Areas of competence Domainrelated Domainspecific Facets of competence Accounting Finance & investment Marketing... Economic literacy Economic numeracy... Epistemological occupational aspirations beliefs... Occupational aspirations Self-regulation following Baumert & Kunter, 2006; Bauer et al., 2010; Winther 2010 Conference on Modeling and Measurement of Competencies in Higher Education 9

11 Range, limitations, research desiderata, and intersections Because of the broad range of competencies measured, the NEPS can address a variety of important research questions which have not yet been answered satisfactorily. Until now, no longitudinal measurement of subject-specific competencies specific to higher education in the NEPS major research gap: competence models that address the issue of competence development Restriction to two subject areas in the NEPS inclusion of additional subject areas, e.g. engineering, medicine, in future funding periods of the NEPS intended Close cooperation with projects funded within the research initiative Modeling and Measurement of Competencies in Higher Education intended Conference on Modeling and Measurement of Competencies in Higher Education 10

12 References Bauer, J., Drechsel, B., Retelsdorf, J., Sporer, T., Rösler, L., Prenzel, M. & Müller, J. (2010). Panel zum Lehramtsstudium PaLea: Entwicklungsverläufe zukünftiger Lehrkräfte im Kontext der Reform der Lehrerbildung. In Beiträge zur Hochschulforschung, 32 (2), pp Baumert, J. & Kunter, M. (2006). Stichwort: Professionelle Kompetenz von Lehrkräften. In Zeitschrift für Erziehungswissenschaft, 9 (4), pp Klieme, E., Hartig, J. & Rauch, D. (2008). The Concept of Competence in Educational Contexts. In J. Hartig, E. Klieme & D. Leutner (Eds.): Assessment of Competencies in Educational Contexts (pp. 3 33). Toronto: Hogrefe & Huber. Winther, E. (2010). Kompetenzmessung in der beruflichen Bildung. Bielefeld: Bertelsmann. Conference on Modeling and Measurement of Competencies in Higher Education 11