COMPETENCE FORMULATION NARRATIVE MATERIAL

Competence based

1. HOW TO FORMULATE A COMPETENCE AND CONSTRUCT A COMPLEX PROBLEM SITUATION TO ASSESS THE LEVEL OF DEVELOPMENT OF THE COMPETENCE THROUGH INTEGRATION ACTIVITIES

2. Target: Inspectors of pedagogy and teachers of Computer science

3. General objectives: : To strengthen the capacity of teachers in the understanding of the principles of the Competency Based Approach.

4. Specific objectives: explain the usefulness of the competency statement at the beginning of a Learning Unit; explain the structure of a competence statement and the role of each part Explain how to proceed in formulating a competence; explain the usefulness of constructing complex problem situations explain the structure of a complex problem situation and the role of each part Explain the procedure for constructing a complex problem situation; Explain what a family of life situations is; Explain how to construct an integration situation; Explain how to proceed with remediation.

5. PART 1 HOW TO FORMULATE A COMPETENCE

6. Basis and importance of a competency statement The current syllabuses of MINESEC aim at developing the main competences of the nation for secondary school students in order to enable them solve real life problems . Note that every learning unit( Category Of Actions) helps to develop an aspect of these competences in students . Just as objectives are stated at the beginning of every lesson , so should a competence be stated at the beginning of every learning unit. (a competence is to a learning unit as an objective is to a lesson ).

7. Competences help determine what is expected of a learner when he successfully learns to mobilise skills and attitudes after a systematic series of lessons . A competency should be written such that different people interpret it in the same way ( it should not be ambiguous ). It should be written such that it’s seen as a competence and not a skill .

8. Necessary features to successfully express a competence A Competence leads the learner to mobilise resources . These resources are integrated ( combined ) and not added . Example Counter example The learner should be able to write a computer program that adds two numbers less than 20 and finds the average. The learner should be able to write a computer program that needs you to first of all write an algorithm for the addition of two numbers less than 20 and the calculation of their average , compile and run (here it is just an application that needs little or no thinking and not the demonstration of a competency).

9. It relates to a category of actions and family of life situations, which can be precisely described through a set of parameters. It should make sense to the learner (it should be close to his everyday activities). It takes concrete form in a set of situations which are meaningful for the student who mobilises it and which may eventually have a social dimension. It therefore has a meaning for the student.

10. Example Counter example The student should be able to separate given computers on the basis of their properties The learner should be able to separate given computers on the basis of the name of the manufacturer and origin of the computers (stating the manufacturing name as well as the country of origin is not particularly engaging for the learner).

11. The competency statement should ensure that the evaluation situation is always new to the learner. Example Counter example The learner should be able to formulate a project activity plan with the correct use of the appropriate ICT tool. The student should be able to edit the school rules using Word software correctly.

12. The competence to be formulated focuses on the (complex) task that the learners are required to perform, not on the abilities they rely on to perform this task. Example Counter example The student should be able to produce a flyer or a birthday card with the aid of an appropriate software The student should be able to describe how to produce a flyer or a birthday card with the aid of an appropriate software

13. The competence formulated must be assessable. Example Counter example The student should be able to present a birthday card produced with the aid of an appropriate software his/her classmates. (The presentation and content of the birthday card can be evaluated) The student should be able to understand the software.

14. 1.1. Structure of a competency statement The competency statement consists of three main parts: the context, the task and the criteria for assessment. (CTC).

15. A. Context: The context should be related to the learner's immediate environment. It presents the circumstances in which the task is carried out, i.e. the medium and the conditions in which the task is carried out. This medium can be: a text, an object, a picture, a map, a diagram, an illustration, a story, a real life situation observed or experienced by the student, etc. Example of context: From a story told by the teacher

16. The task: This is the work that the learner must be able to do to be recognized as being competent. This task is formulated using an action verb with an unambiguous meaning (which does not lead to confusion). Example: produce a text orally or in writing, explain a scientific phenomenon, solve a mathematical problem, make an object, prepare an explanatory note etc. The task is preceded by the phrase "the student must be able to ......" and followed by the phrase " using, requiring .... " Example of a task: The learner should be able to summarise the functioning of a computer tool in his/her own words, using the elements learned in the computer environment and in production with the computer tools.

17. Evaluation criteria The criteria are qualities expected of a production. They are the indicators of what will be observed and judged on the student's production. They should not be communicated to the student in advance. The criteria should be understood above all as a language that allows the student's difficulties to be remedied . Example of criteria: correctness of syntax, relevance of vocabulary used, etc.

18. summary In order to formulate a competence, one must: 1) Identify the task that the learner must be able to accomplish in order to be recognised as competent ;   2) Formulate this task by using an action verb and precede it with the expression: "the learner must be able to action verb". Be careful, the verb must express a competence and not a skill , Example of verbs: Solve, explain, produce, narrate, etc ; 3) To clearly define what is expected of the learner, the wording of the task can be followed by the expressions: " using, requiring (the main specific contents that make up the competence concerned .); Example: Using the skills acquired in computer science .   4) After determining the task to be performed, specify the circumstances in which the task is to be carried out, i.e. the type of medium and the conditions in which the task is to be carried out; precede them with the expressions: "On the basis of" or "Given" or "Based on" etc.

19. Example of a competency statement With the use of a networked computer, the student must be able to access correctly and make use of services offered by the internet

20. Assignment Individually or in groups, formulate a competence, specifying the different parts.