Competence and Performance in Educational Research
At the latest since the international benchmarking studies (PISA,TIMSS, PIRLS, TEDS-M) and the controversial debate about educational standards as well as in the context of the recently planned introduction of Curriculum 21 in Switzerland increased attention has been paid to the concept of competence in educational sciences.
The Annual Congress 2014 of the Swiss Society for Research in Education (SSRE) in Lucerne raises questions as to what the concept of competence embodies, puts the possibilities and limits of competence measurement and how they relate to school and teaching evaluation as well as to the further development of the educational system up for discussion, explores the connection between competence and performance and analyses the premises, conditions and results of competence-oriented teaching at different levels of education.
The congress seeks to answer the following questions:
- Which models and which empiricism on the basis of such models exist in the context of the interplay of knowledge (declarative and procedural, metacognitive) and attitudes, motivation and emotional factors?
- Which are the findings on domain specificity of competences and their modeling?
- Which modelings are there in the individual subject-specific domains, how do they relate to one another and what are the differences?
- What do we know about competence development models?
- Is there any empirical evidence on how to interpret the concept of competence in different professional groups in education (schools, vocational education university)?