DESIGNING WRITING TEST

Language testing is a field of study related to the assessment of one's proficiency in the mastery of language that includes 4 (four) basic competencies such as listening, speaking, reading, and writing. The assessment toward the four basic competencies of language will determine the level of one’s ability to master a specific language. Writing is one of the language skills that have been considered as necessary in proficiency language testing. In designing a writing task, one needs to carry out three steps, namely: defining the task, exploring the expectations for the task, and providing support and explanatory materials

In Search of Competencies of an Exceptional QS in Public Entity: Building a Theoretical Foundation.

It is the government role in providing infra-structure and basic amenities for the public. In Malaysia the Work Ministry is formed to oversee this role. Ensuring effectiveness and efficiency, the Public Service Department must identify competencies require for every position created in the Work Ministry and one such position is the position of Quantity surveyor. Research thus far shows that individual employees performance is not just built around technical expertise possess but also important is the behaviour. Since organization successes stand on its employees performance thus it is utmost important for organization to identify not only the right technical but also behavioural competencies for each and every individual position created. This paper discusses the need to explore competencies of exceptional Quantity surveyors and in the process suggests the means to identify those competencies. It is also argued that undertaking this heavy task cannot be accomplished without the participation of experienced public Quantity surveyors. The importance of competencies model for Quantity surveyors is also discussed in relation to human capital development which includes promotion, training, and recruitment of young Quantity surveyors to serve the public service.Competencies, Exceptional Quantity surveyor, Quantity Surveying Profession, Public Sector, Delphi Study

Relationship between basic competencies of students and teacher competencies

En este artículo, se parte de una selección de definiciones y de algunas clasificaciones de las competencias básicas o clave, con objeto de profundizar en un análisis de las competencias básicas de la escolarización obligatoria en el sistema educativo español, que proceden de competencias consensuadas en la Unión Europea. Estas competencias básicas, que deben adquirir los estudiantes, las vinculamos con el trabajo de los docentes, partiendo del supuesto de que no se puede propiciar el aprendizaje de competencias en los estudiantes, si el profesorado no las posee. De esta forma esas competencias básicas se convierten en un referente de las competencias para el profesorado europeo de enseñanzas obligatorias en el siglo XXI.In this article, are based on a selection of definitions and some classifications of basic or key competencies in order to deepen in an analysis of the basic skills of compulsory schooling in the Spanish educational system, coming from powers agreed in the European Union. We link these basic skills that students should acquire the work of teachers, based on the assumption that not is can promote the learning of skills in students, if the teacher does not possess them. Thus these basic skills become a benchmark of skills for European teachers of compulsory teaching in the 21st century

The European Constitution Project from the Perspective of Constitutional Political Economy

Three topics of a European constitution are discussed. First, basic arguments from constitutional political economy that aim at restricting representatives’ potential misuse of powers in a European Union with extended competencies are summarized. Since a European demos does not yet exist, an extension of competencies of the European Parliament is not sufficient in order to legitimate political decisions at the EU level. The introduction of elements of direct democracy in the European constitution would shape the creation of such a demos and lead to a stronger control of the European legislature and executive. Second, the introduction of direct democracy in the European constitution is proposed in order to reduce the European democratic deficit. Third, the creation of a European federation requires a more transparent assignment of competencies and rules to resolve conflicts between different centers of power. A European federation should be organized according to the principles of competitive federalism.European Constitutional Convention, Bill of Rights, Separation of Powers, Competitive Federalism, Referendums, European demos.

Early Numerical Competencies and Students with Mathematics Difficulty

Children start elementary school with variable mathematics ski11s. Some childrenunderstand the fundamentals of numbers and mathematics, while others struggle with basic counting, number recognition, understanding of symbols, quantity discrimination, and concepts of addition and subtraction. Often, this set of early numerical competencies is referred to as number sense or early numeracy competencies. Students need to establish and understand these competencies before moving on to more complex mathematical tasks. This article describes important early num erical competencies and provides a description of how these competencies can be taught to students who struggle with mathematics

Information and communication technology (ICT) and basic competencies education

Resumen basado en el de la publicaciónSe analizan las nuevas competencias básicas en relación con las nuevas tecnologías. Ante la nueva sociedad de la información y las TIC el sistema educativo tiene que dar respuesta a las nuevas demandas de la población para satisfacer sus necesidades. Un análisis cronológico acerca a la necesidad de definir unas competencias básicas que debe poseer todo ciudadano. El papel de las TIC será crucial en el logro de la competencia digital, dentro de las competencias básicas que debe poseer todo ciudadano, para facilitar el que pueda ejercer sus derechos y deberes con plenitud, acordes con la sociedad cambiante a la que han de ir constantemente adaptándose, fruto del impulso de las nuevas tecnologías dominantes, las Tecnologías de la Información y la Comunicación (TIC).AndalucíaES

Development of basic competencies of future professionals in vocational education

Автором висвітлено результати теоретичного аналізу наукових джерел з проблеми розвитку базових компетентностей майбутніх фахівців у системі професійної освіти. Дані конструкти є багатофункціональними і багатомірними, часто корелюють або інтегрують із ключовими (універсальними) компетентностями. Вони є складовою професійної компетентності. Теоретичну основу їх розроблення становить зміст професійної діяльності, а методологічну – різні теорії, наукові підходи, принципи тощо. Базові компетентності з кожної окремої професії (спеціальності) використовують у розробленні стандартів підготовки фахівців у системі професійної освіти.Автором освещены результаты теоретического анализа научных работ, посвященных проблеме развития базовых компетентностей будущих специалистов в системе профессионального образования. Данные конструкты являются многофункциональными и многомерными, часто коррелируют или интегрируют с ключевыми (универсальными) компетентностями. Они выступают слагаемыми профессиональной компетентности. Теоретическую основу их разработки составляет содержание профессиональной деятельности, а методологическую – различные теории, научные подходы, принципы и т.д. Базовые компетентности каждой отдельной профессии (специальности) используют в разработке стандартов подготовки специалистов в системе профессионального образования.The author highlighted the results of a theoretical analysis of scientific works devoted to the problem of development of basic competencies of future professionals in vocational education. The result of research was the conclusion of Ukrainian scientists’ insufficient attention to study of the essence of the concept «core competence», their content, and the definition of set for each specialty. The difficulty of studying these constructs lies in their versatility and multidimensional. This is confirmed by the example of the component composition of managerial or leadership competencies. By following the analysis of scientific works, the basic competencies are often correlated or integrated with key (universal) competencies, including: informational, social, educational, communicative and others. Basic competencies are the summands of professional competence. The theoretical basis of the development is the content of professional activity, and methodological - different theories, scientific approaches, principles, etc. For example, theory of control, information theory, system and acmeological approaches the principle of continuous education. The practical significance of this research lies in the fact that the author are generalized existing scientific literature ideas about basic competencies and their role in the training of specialists, unlike defined key (generic) competencies. These are summands of each basic competencies. The obtained results of this research provide an opportunity for teachers practitioners meaningful use basic competencies of each individual profession (specialty) in the development of training standards in vocational education and training programs, built on a modular basis. Special attention is paid by the author to key (universal) competencies «learn to learn». Its development in the course of vocational training becomes particularly relevance due to rapidly changing situation on the labor market, the emergence of new professions

Alignment of professional, academic and industrial development needs for quantity surveyors

The academic, professional and training needs of Quantity Surveyors are pulled by different stakeholders in different directions. Academics are interested in producing a rounded graduate with the basic foundation in knowledge for further development whereas professional bodies are interested in graduates capable of progression to full professional status through the achievement of the required core competencies (RICS, 2009). The industry is looking for a graduate who can straight away contribute to the growth and daily functions of business activity. Hence, there is a three directional pull on the development needs of the Quantity Surveyor (QS). The present education system of the QS does not recognise these multi-directional needs and hence often produces a graduate whom the industry sees as not fulfilling their requirements. This leads to many problems with greater levels of employer and graduate dissatisfaction and obstacles to early career development of the QS graduate. This research aims at investigating the changing development needs of Quantity Surveyors within a post recession industrial environment that satisfies the aspirations of industrial, professional and academic stakeholders. The paper will present the initial findings of the research based on a series of stakeholder interviews examining RICS competencies and academic curricular

Educating programmers: A reflection on barriers to deliberate practice

Copyright @ 2013 HEAProgramming is a craft which often demands that learners engage in a significantly high level of individual practice and experimentation in order to acquire basic competencies. However, practice behaviors can be undermined during the early stages of instruction. This is often the result of seemingly trivial misconceptions that, when left unchecked, create cognitive-affective barriers. These interact with learners' self-beliefs, potentially inducing affective states that inhibit practice. This paper questions how to design a learning environment that can address this issue. It is proposed that analytic and adaptable approaches, which could include soft scaffolding, ongoing detailed formative feedback and a focus on self-enhancement alongside skill development, can help overcome such barriers