The CBI Facilitator Assessment tool is what the Case-based Instruction faciliatators use to assess the three of the six behavioral competencies for first year medical students.

Competence and competency assessment in nursing are promoted as necessary to ensure the quality of health care services. The dominant discourse in the international nursing community suggests that competence should be assured through some form of competency assessment, however competence is a controversial concept, with many different definitions. There are significant concerns about the validity and reliability of currently available assessment technologies. Rather than continue the debate about definitions and measurement, I take as my research aim the discovery of how what has come to count as competence became settled. The data for this study was drawn from textbooks, journal articles, meeting minutes, government reports, interviews with senior nurse leaders who were active in the development of the ANRAC Competencies and the ANCI Competency Standards 3e and RN preceptors who assess competence, group interviews with Clinical Development Nurses who assess competence, and observations of newly qualified nurses being assessed by Clinical Development Nurses. Newly qualified nurses were chosen as the focus for this study as they are formally assessed as part of Transition to Practice programs offered by health agencies around Australia. The study focuses on the period 1985 to 2005. Theories from the science, technology and social (STS) discipline informed the analysis. I found that rather than existing as a singular definable reality, competence exists in an undecided set of potentials and is momentarily reified in daily nursing practices in the form of competency standards assemblages. Combined, the semiotic (competence) - material (competency standard) assemblages are created by inventive assessors who work allegorically with multiple competences. This is not the work of assessing competence; rather it is the work of producing competence. The findings of this thesis offer new insight into competence and assessment technologies that can inform further research and development into the practices of competence assessment.

When the global financial crisis struck, the economic downturn, the phenomenon of lay-offs continue, the survival of enterprises and the problems faced by employees¡CPeople have lost confidence in the leaders .The subject of talent issues become into a business topic. What are the specifications of talent ? What can be predicted effectively work or context or the reference standard for outstanding workers? Some scholars have pointed out the competency can provide as media between strategy and human resource management activities. Data from the study found the area of Taiwan's current competency are concentrated in certain special duties, management level or scale of the establishment of specific Competency, but Competency for the business development background, pre-assessment, the import process, human resource practice, as well as assessment of the overall study is considerable proportion of the minority. Therefore this study were funded with the field of human resource, associations and consultants recommend the practice of competency or the effectiveness of a reputation for a sample case study. Through the practical application of business competency to explore and understand each case whether there is common or similar factors, and the implementation , application, conversion and other experience sharing, research and development competency in order to promote the practical value of the field and help those are interested in the future or into the competency of the difficulties now facing into the direction of the business guidelines. The results of this study show that: 1. Cases of human organizations in general are facing the issue of restructuring. Organizations in response to changes in the external environment, which are facing rapid growth or a merger of human re-engineering issues, have decided to choose the competency to solve the issue of talents in short-term or long-term planning of human resources. 2. For handling competency project, the input and investment to the human resources executives, depending on the support of chief executive in charge of the attention the extent of funding, communication objects and into the depth of the breadth of the scale, but with the company scope are not directly related to the scale. 3. The construction of the core competency and managerial competency model is used to the majority of cases , the main way to construct is carrying out a large number of interviews and meetings to high-level consensus. 4. The implementation of competency could be divided into the promotion of nature and linkage of human resource system. Comprehensive approach would be funded by the people planning the internal marketing activities, training activities to experience the competency carried out to collect examples of behavior sample to promote the human resource system. 5. Competency in the recruitment selection, training and evaluation of all cases of the competency generally used in surface structure, showing the practical application of these three is also the most popular. Career development and successors funded in comparison to others used less practical. One of the Consultant is the only one among the of the sample which adopts the competency-based payment. 6. The feedback Competency of the effectiveness of the use of a wide range of dimensions can be quantified in practice get a small number of indicators, such as improved retention rates or a decline in turnover rate, or most other acts of bias and cultural face and the impact surface. 7.Through the implementation, the general reaction feedback from staff are normally in ifficulty of the recognition and identification, even in the assessment took place with the staff in charge of the issue of cognitive differences. Cases suggested that a solution can be sustained and effective marketing activities or competency of the depth of training experience to lead the communication stage. 8. The support of executives of all companies surveyed unanimously agreed that an important key factor. Most other cases the company generally agreed that there are the success factors: choice of the competency of the application of tools and consultancy firms, as well as easy to understand the behavior described in the follow-up to facilitate communication, as well as HR need to have a good attitude and can adhere to the communication, continuous input and implementation. View from the case studies ,link the competency model to the human resources function, we can see based on the concept of competency has been greatly to replace the traditional job-based human resources management activities. Keywords: Competency, Competency model, Competency assessment, Human resource management activities

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O rápido desenvolvimento das Tecnologias da Informação e da Comunicação está transformando relações e comportamentos, propiciando interações entre ambientes digitais e humanos, e mesmo entre humanos por meio dos ambientes digitais, impossíveis anteriormente. Esta complexidade adentra o ambiente escolar, tornando-o um ecossistema digital de aprendizagem. Por outro lado, considerando ambientes convencionais sem o apoio de ferramentas digitais, uma das tarefas mais árduas de um professor em sala de aula é acompanhar, identificar e intervir em dificuldades individuais de cada aluno. Neste sentido, este trabalho propõe o SeeAll, um sistema interativo de gestão, para apoiar o planejamento, o ensino e o acompanhamento da aprendizagem, voltado à avaliação por competências. Foi concebido de forma a ser um complemento ao ecossistema digital de aprendizagem escola e, que de maneira simples e fácil possa atingir às expectativas dos educadores. O protótipo parcial SeeAll foi desenvolvido por meio da modelagem orientada a objetos e implementado pelo método de Programação Extrema, a fim de possibilitar prototipação rápida e facilidade de modificações ao longo dos testes junto ao público alvo. De acordo com os testes preliminares realizados com professores e gestores, foi considerado uma ferramenta facilitadora ao acompanhamento individual da aprendizagem dos alunos e ao planejamento dos professores. / The rapid development of Communication and Information Technologies transformed behaviors and relationships, supporting humandigital environments interactions, and previously impossible digital environment supported human interactions. This complexity entered schools environments, transforming them into digital learning ecosystems. Nevertheless, considering conventional classrooms without digital tools, one of teachers hardest tasks is to follow, identify and intervene in each students individual difficulties. This work presents SeeAll, an interactive management system, developed to support planning, teaching and learning focused on competencies assessment. The system was designed to serve as a complement of the schools digital learning ecosystem and to be so simple and easy to reach educators expectations. The SeeAll partial prototype was developed using object oriented modeling and implemented according to the Extreme Programming method. This allowed creating rapid prototypes, which could be easily modified during tests with users. According to preliminary tests conducted with teachers and administrators, SeeAll was considered a facilitating tool for monitoring individual student learning and teacher planning.

O rápido desenvolvimento das Tecnologias da Informação e da Comunicação está transformando relações e comportamentos, propiciando interações entre ambientes digitais e humanos, e mesmo entre humanos por meio dos ambientes digitais, impossíveis anteriormente. Esta complexidade adentra o ambiente escolar, tornando-o um ecossistema digital de aprendizagem. Por outro lado, considerando ambientes convencionais sem o apoio de ferramentas digitais, uma das tarefas mais árduas de um professor em sala de aula é acompanhar, identificar e intervir em dificuldades individuais de cada aluno. Neste sentido, este trabalho propõe o SeeAll, um sistema interativo de gestão, para apoiar o planejamento, o ensino e o acompanhamento da aprendizagem, voltado à avaliação por competências. Foi concebido de forma a ser um complemento ao ecossistema digital de aprendizagem escola e, que de maneira simples e fácil possa atingir às expectativas dos educadores. O protótipo parcial SeeAll foi desenvolvido por meio da modelagem orientada a objetos e implementado pelo método de Programação Extrema, a fim de possibilitar prototipação rápida e facilidade de modificações ao longo dos testes junto ao público alvo. De acordo com os testes preliminares realizados com professores e gestores, foi considerado uma ferramenta facilitadora ao acompanhamento individual da aprendizagem dos alunos e ao planejamento dos professores. / The rapid development of Communication and Information Technologies transformed behaviors and relationships, supporting humandigital environments interactions, and previously impossible digital environment supported human interactions. This complexity entered schools environments, transforming them into digital learning ecosystems. Nevertheless, considering conventional classrooms without digital tools, one of teachers hardest tasks is to follow, identify and intervene in each students individual difficulties. This work presents SeeAll, an interactive management system, developed to support planning, teaching and learning focused on competencies assessment. The system was designed to serve as a complement of the schools digital learning ecosystem and to be so simple and easy to reach educators expectations. The SeeAll partial prototype was developed using object oriented modeling and implemented according to the Extreme Programming method. This allowed creating rapid prototypes, which could be easily modified during tests with users. According to preliminary tests conducted with teachers and administrators, SeeAll was considered a facilitating tool for monitoring individual student learning and teacher planning.

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Participants from earlier nationwide studies on predictors of internship match were contacted 7-10 years after obtaining their doctoral degree to gather additional data concerning their attained early career competencies and benchmarks (e.g., scores on the national licensing exam). In this sample (N = 190), licensure exam scores were significantly positively associated with scores obtained on the Graduate Record Examination (GRE), family of origin socioeconomic status, and student debt load. However, obtained licensure scores were not found to be significantly associated with any pre-doctoral training variables (e.g., intervention/ assessment hours, number of integrated reports, number of publications, rank order of matched internship site) or most post-doctoral early career activities. Weak positive associations between licensures scores and engaging in teaching / supervision / consultation services were observed. Few self-reported early career competencies were found to be weakly positively associated with scores on the national licensing exam (i.e., integrity, seeking supervision, scientific mindedness, evidence-based practice). Significantly inverse associations were found between national licensing exam scores and self-reported competencies in the areas of management and systems change. Findings are discussed and implications for the national licensing exam considered.

Orientador: Jorge Muniz Junior / Resumo: O objetivo desta tese é propor um modelo para avaliar competências de estudantes de engenharia em fóruns de discussão on-line. O modelo inclui um instrumento de pontuação (rubrica) baseado na Taxonomia de Bloom para avaliação de Competências em disciplinas da engenharia. A revisão da literatura indicou oportunidades de pesquisa atendidas pelo modelo proposto, tais como, comparação de diferentes rubricas, aplicação da Taxonomia de Bloom em atividades colaborativas, bem como validade e confiabilidade de rubricas em diferentes contextos educacionais. O modelo de avaliação utiliza rubrica analítica, a qual fornece feedback específico para cada uma das competências avaliadas, de acordo com os níveis da Taxonomia de Bloom: lembrar, entender, aplicar, analisar, avaliar e criar. As competências avaliadas estão alinhadas com a Accreditation Board of Engineering and Techonology (ABET), World Economic Forum de 2015 e National Academy of Engineering, de forma a comtemplar complexidade e desafios do profissional do século XXI. A validação do modelo foi feita por meio de sua aplicação em instituições públicas de ensino superior (Escola de Engenharia de São Carlos (EESC), Instituto Federal de São Paulo (IFSP) e Universidade Federal de São Carlos (UFSCar)), o que envolveu 118 docentes especialistas de ensino a distância e 106 estudantes. Evidenciaram a validade e confiabilidade do modelo por meio dos coeficientes: Indice de Validade de Conteúdo (90%), Alfa de Cronbach (0,73), Porcentagem Abs... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The objective of this thesis is proposing a model to evaluate Engineering students’ competencies in on-line discussion forums. The model includes a grading tool (rubric), based on Bloom’s Taxonomy, for the evaluation of competencies in Engineering courses which stimulate logical thinking and decision making. The literature review revealed research possibilities about the proposed model use, such as the comparison of different rubrics, the application of Bloom’s Taxonomy in collaborative activities, and rubric validity and reliability in different educational contexts. The evaluation Model uses an analytic rubric, which provides a specific feedback for each of the evaluated competencies, according to the levels of Bloom’s Taxonomy: remembering, understanding, applying, analyzing, evaluating and creating. The evaluated competencies are relevant for the Accreditation Board of Engineering and Technology, 2015 World Economic Forum, and National Academy of Engineering, keeping in view the complexity and challenges of the 21st century professional.Validation of the model was done through its application in public universities (Escola de Engenharia de São Carlos (EESC), Instituto Federal de São Paulo (IFSP) e Universidade Federal de São Carlos (UFSCar)), with the collaboration of 118 distance education specialist teachers and 106 students. Validity and reliability of the Model was proved by the following coefficients: Content Validity Index (90%), Cronbach’s Alpha (0.73), Absolute Pe... (Complete abstract click electronic access below) / Doutor

Intensive care units in South Africa have been faced with various challenges which in turn affect the working condition of critical care nurses, thus leading to poor productivity. Nurses in the work environment blame this poor work quality of nursing to the way critical care nurses are trained and assessed in nursing schools. There is general concern that graduate nursing students lack the knowledge and skills necessary to equip them to work in intensive units. Objectives: To measure the perceptions of critical care nursing students as well qualified critical care nurses on the use of OSCE as a valid and reliable tool to assess clinical competence in critical care nursing students. Methods: A quantitative approach and descriptive survey was administered to critical care nursing students and qualified critical care nurses who had participated in OSCE examination. The intensive care departments of two provincial (states) hospitals and (provincial) nursing college that trained critical care nurses were used. Results: The findings revealed that OSCE was still overwhelmingly accepted as a relevant tool for assessing clinical competencies in Critical Care courses by both students and staff. It was also clear that the students did not believe that all the competencies required in the ICU environment can be assessed using the OSCE method. Discussion: Critical care nursing educators are facing a challenge to develop more comprehensive method for assessing clinical skills in critical care students nurses since OSCE x examination cannot assess all the skills that are necessary in intensive care environment. In order for effective learning to take place during assessment, it is extremely important for nurse educators to give formative feedback in OSCE. / M.N. University of KwaZulu-Natal, Durban 2012.