Design Of A Competency-Based Assessment Model In The Field Of Accounting

This paper presents the phases involved in the design of a methodology to contribute both to the acquisition of competencies and to their assessment in the field of Financial Accounting, within the European Higher Education Area (EHEA) framework, which we call MANagement of COMpetence in the areas of Accounting (MANCOMA). Having selected and defined the competencies to be acquired by students in our subject, we break them down into sub-competencies, and the latter in turn into indicators, allowing us to design activities to be offered to students for the development of competencies and their subsequent assessment. Our work therefore centred on the design of a model for the "Financial Accounting III" subject belonging to the Accounting module of the syllabus for a Degree in Business Administration and Management

Transforming a competency model to parameterised questions in assessment

The problem of comparing and matching different learners’ knowledge arises when assessment systems use a one-dimensional numerical value to represent “knowledge level”. Such assessment systems may measure inconsistently because they estimate this level differently and inadequately. The multidimensional competency model called COMpetence-Based learner knowledge for personalized Assessment (COMBA) is being developed to represent a learner’s knowledge in a multi-dimensional vector space. The heart of this model is to treat knowledge, not as possession, but as a contextualized space of capability either actual or potential. The paper discusses a system for automatically generating questions from the COMBA competency model as a “guide-on-the-side”. The system’s novel design and implementation involves an ontological database that represents the intended learning outcome to be assessed across a number of dimensions, including level of cognitive ability and subject matter. The system generates all the questions that are possible from a given learning outcome, which may then be used to test for understanding, and so could determine the degree to which learners actually acquire the desired knowledge

Competencies framework for culinary profession in Malaysian hotel sector

Growth of luxurious culinary tourism in Malaysia has created new paradigms focusing on competencies of culinary professionals in the hotel sector. However, there are no guidelines to define and measure these competencies. Hence, the research proposed a Star-Chef Competency Model as a competency framework and basis for developing an instrument to measure competency as well as competency profile. This study employed an exploratory sequential mixed method design comprising qualitative document analysis and interviews with culinary experts followed by a quantitative survey administered to culinary professionals in 4 and 5 starred hotels. From the qualitative data, six constructs comprising Technical, Non-technical, Personal Quality, Self-Concept, Physical State and Motives were identified as elements in the framework of Star-Chef Competency Model. Based on this framework, a three-staged instrument testing were carried out to develop the Star-Chef Self-Assessment Tool (SC-SAT) which utilized the Winstep 3.72.3 software for Rasch analysis. In the first stage, 203 items from the instrument was tested on 35 respondents. The second stage refined the instrument where 164 items from the instrument was re-tested with 42 respondents. Finally, 159 items was re-tested on 111 respondents. Data from the final version of SC-SAT had an item reliability of 0.94 with item separation index of 4.02, and person reliability as 0.99 with person separation index of 8.78. For unidimensionality, the raw variance explained by measures was 41.8%. Unexplained variance in the 1st contrast of 5.5% was obtained. Statistically, results showed that SC-SAT instrument was improved from stage one to three upon review. Utilizing the SC-SAT instrument, 20% of 35 respondents were identified as superior performers in the first instrument testing stage. In the second stage, 17% of 42 respondents superior performers were identified. Finally, 15% of 111 respondents were identified as superior performers in the third stage. These results led to the development of competency profiling for culinary professionals. The competency profiling showed that majority of culinary professionals have a high mastery level. The study recommends that the framework of Star-Chef Competency Model be the basis for developing instrument to measure competencies of culinary professionals