KOMET-Based Professional Competence Assessments for Vocational Education and Training (VET) Teachers in China

Chapter
Part of the Technical and Vocational Education and Training: Issues, Concerns and Prospects book series (TVET, volume 24)

Abstract

In 2008, the KOMET competence assessment concept was introduced in China. The tests provide not only basic data about students’ professional competence development, but also valuable references for policy making and discussion. This study tested and verified the usefulness of the KOMET competence assessment concept for Vocational Education and Training (VET) teachers, determined the levels and features of the professional competence of VET teachers, and analysed the factors affecting the development of their professional competence. The study proceeded in two stages: (1) a methodological test of the KOMET teachers’ professional competence model and the assessment concept; and (2) an official test for assessing and analysing the professional competence of VET teachers in China. It shows that the KOMET test of VET teachers’ professional competence is high in quality: (1) the test difficulty is within a reasonable range; (2) the test’s discrimination is high; (3) the test’s reliability is high; (4) the construct validity of the test meets the basic requirements for educational measurement. To improve the test quality, we need to consider how general approaches apply to specific domains, for example through improving the quality of test tasks.

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Copyright information

© Springer International Publishing AG 2017

Authors and Affiliations

  1. 1.Institute of Vocational and Adult Education, Faculty of EducationBeijing Normal UniversityBeijingChina
  2. 2.Department of Education TechnologyCapital Normal UniversityBeijingChina
  3. 3.TVET Research Group (I:BB)Universitatät BremenBremenGermany

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