Use of conceptual models in self-evaluation of personal competences in learning and in planning for change*

Abstract

This paper demonstrates the use of conceptual modelling to assist with the competence development of adult learners with interrupted occupational and learning careers. The research introduces a self-evaluation approach used with a group of adult female students in the United Kingdom. The study aimed at increasing learners' awareness of the qualities and nature of their individual learning processes. The paper applies Kontiainen's dynamic concept analysis modelling method as a tool to assist individual students in the evaluation of their personal competences in learning. The findings of the current study suggest that providing adult learners with opportunities to evaluate their own competences may facilitate a process of making their skills visible to themselves as well as to their tutors and employers. This aims to increase their motivation to use and develop their competences. The paper provides an example and a demonstration of the self-evaluation process in action illustrated by two case studies.

Psychometric properties of the Self‐assessment Practice Scale for professional training contexts: evidence from confirmatory factor analysis and Rasch analysis

“…Self‐assessment is also regarded as a crucial skill in vocational education and professional training because self‐assessment skill can promote self‐regulated learning and facilitate learners’ professional development throughout their careers (Kersh et al ., 2011; Panadero et al ., 2018). However, professional learners who enrol in training at the behest of their organizations may not be motivated to change their behaviours (Powell et al ., 2010) or may be motivated only by performance goal orientations.…”

The Effectiveness of Peer/Self-assessment Approach in Urban Planning Studio-based Academic Education

“…5. Improvement of student motivation [17,18] and personal responsibility [19], as well as conversion from passive to active participation in the learning process. 6.…”

El desarrollo de conocimientos a través de diferentes espacios en entornos laborales: una visión del Reino Unido

“…The link between learning informally/experientially and learning through different spaces has been brought to attention through research in various theoretical traditions and by a range of theoretical approaches, including situated learning (Lave and Wenger 1998), activity theory (Engeström et al, 1995), social ecology (Evans et al, 2011) and the theory of knowledge creation (Nonaka and Takeuchi, 1995). The workplace as a learning space that may facilitate personal agency and motivation has also been recognised as a significant Eraut and Hirsh, 2007;Evans 2002;Evans, 2009).…”

“…In addition, their personal workspaces enhance their effectiveness, creativity and social practices within constantly changing contemporary workplaces (Kohlegger et al, 2013). The workplace as a context for facilitating informal learning provides affordances that may contribute to employee learning opportunities embedded in day-to-day activities (Kersh et al, 2011). Evans et al (2006) make a link between opportunities provided by the workplace and the nature of the environment at work, which offer chances for learning from everyday experiences.…”