Research Article
Volume 11 Issue 7 - 2022
Specifics of Competence and Skills Assessment in the XXI Century
Nadezhda Efremova* and Anastasia Huseynova*
Don State Technical University, Gagarin sq., Rostov-on-Don, Russia
*Corresponding Author: Nadezhda Efremova and Anastasia Huseynova, Don State Technical University, Gagarin sq., Rostov-on-Don, Russia.
Received: May 25, 2022; Published: June 28, 2022




Abstract

The paper deals with the problems of the formation and assessment of competencies and skills of the XXI century as the results of the development of educational programs. It is noted that the assessment of non-cognitive learning outcomes differs significantly from the assessment of cognitive achievements, the difficulties in assessing competencies are indicated due to their multidimensional nature and deep latency. A number of recognized models of competencies and skills for successful professional activity are presented, innovative approaches to a comprehensive assessment of educational achievements are systematized. Particular attention is paid to the Evidence-Centered Design (ECD) methodology and design patterns of assessment tools with elements of evidencebased argumentation based on the planned activities of the subjects in the assessment situation. It is shown that ECD models lead to a reliable estimate.

Keywords: Learning Outcomes; Skills; Competency Models; Assessment Tools

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Citation: Nadezhda Efremova and Anastasia Huseynova. “Specifics of Competence and Skills Assessment in the XXI Century”. EC Psychology and Psychiatry 11.7 (2022): 11-19.

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