Preface
Series Editors Introduction
Contents
Chapter 1: Introduction
1.1 The Possibilities and Limitations of Large-Scale Competence Diagnostics
1.2 Modelling Professional Competence
1.3 The Format of the Test Tasks
1.4 Modelling and Measuring Professional Identity and Professional Commitment
1.5 Modelling and Measuring the Competence of Teachers in Vocational Subjects
1.6 The Quality Criteria for Professional Competence Diagnostics and the Design of Tests
Chapter 2: Professional Competence as a Subject of Competence Diagnostics
2.1 Design Instead of Adaption
2.2 The Possibilities and Limitations of Large-Scale Competence Diagnostics (LS-CD)
2.2.1 Implicit Professional Knowledge (Tacit Knowledge)
2.2.2 Professional Competence (Employability)
2.2.3 Craftsmanship
2.2.4 Social and Key Competences
2.2.5 Abilities That Are Expressed in the Interactive Progression of the Work
Chapter 3: Categorial Framework for Modelling and Measuring Professional Competence
3.1 The Occupation Type of Societal Work
3.1.1 Employability or Professional Competence
3.1.2 Architecture of Parallel Educational Paths
3.1.3 Professional Validity of Competence Diagnostics
3.2 The Design of Work and Technology: Implications for the Modelling of Professional Competence
3.2.1 Professional Work Tasks and Professional Competence
3.3 Task Analyses: Identification of the Characteristic Professional Work Tasks
3.3.1 Professional Scientific Task Analyses Include
3.3.2 Identifying Professional Work Tasks: Expert Specialist Workshops (EFW)
Professional versus Experience-Based Description of Work Tasks
Participants: Expert Specialists
Researcher and Moderator
3.3.3 Professional Scientific Work Process Studies
Goals and Structure of Work Process Studies
The Steps of Occupational Scientific Work Process Studies (Table 3.3)
Definition and Formulation of Preliminary Research Questions and Hypotheses
Preparation of the Study: Approach to the Research Field
Implementation of the Work Process Study
The Action-Oriented Expert Discussion
Paraphrasing
Enquire, Reflect and Clarify
Qualitative Experimentation
Planned Explorative-Experimental Work Process Studies
Situative ad-hoc Experiments
Documentation of the Research Process: Tape and Memory Records
The Memory Records (Table 3.4)
Situation Film as Supplementary Documentation of the Working Reality
Evaluation of the Study
Qualitative Text and Material Analysis
3.4 Guiding Principles and Objectives of Vocational Education and Training
3.4.1 Professional Gestaltungskompetenz´ (the Ability to Shape or Design One´s Professional Future)
3.4.2 Design-Oriented Vocational Education.
3.4.3 Professional Competence
3.5 Theories of Vocational Learning and Professional Development
3.5.1 The Novice-Expert Paradigm: Competence Development in Vocational Education
3.5.2 Work Process Knowledge
Tacit Knowledge (Polanyi, 1966b; Neuweg, 2000)
3.5.3 Practical Knowledge
Practical Terms and Practice Communities
3.5.4 Multiple Competence
Clarity/Presentation (K1)
Functionality (K2)
Sustainability (K3)
Efficiency/Effectiveness (K4)
Orientation on Business and Work Process (K5)
Social Compatibility (K6)
Environmental Compatibility (K7)
Creativity (K8)
Chapter 4: The COMET Competence Model
4.1 Requirements for Competence Modelling
4.2 The Levels of Professional Competence (Requirement Dimension)
4.2.1 Operationalisation of the Competence Criteria: Development of the Measurement Model
4.3 Structure of the Content Dimension
4.4 The Action Dimension
4.4.1 The Importance of Action Types
4.5 A Cross-Professional Structure of Vocational Competence
4.6 Extending the Competence Model: Implementing Planned Content
4.6.1 Operational Projects/Orders
4.6.2 The Expert Discussion
4.6.3 Rater/Examiner Training for Assessing the Practical Exam
4.7 Identity and Commitment: A Dimension of Professional Competence Development
4.7.1 Normative Fields of Reference for Commitment and Work Morale
4.7.2 Professional Ethics
4.7.3 Organisational versus Occupational Commitment
4.7.4 Construction of Scales to Capture Work-Related Identity and Commitment Occupational Identity
4.7.5 Organisational Identity
4.7.6 Modelling the Connections Between Identity and Commitment
4.7.7 Occupational Commitment
4.7.8 Organisational Commitment
4.7.9 Work Ethics
4.7.10 Example of an Analysis of the Measurement Model (Performed by Johanna Kalvelage and Yingy Zhou, 6.4)
4.7.11 International Comparisons
Chapter 5: Developing Open Test Tasks
5.1 Expert Specialist Workshops for Identifying Characteristic Professional Tasks
5.1.1 The Preparation of Expert Specialist Workshops
5.1.2 Implementation of the Workshop
5.1.3 External Validation
5.1.4 Evaluation of the Validation
5.2 An Open Test Format
5.2.1 Representativeness
5.2.2 Authenticity/Reality Reference
5.2.3 Difficulty
5.2.4 The Description of the Situation
5.2.5 Standards and Rules to be Complied with
5.3 Cross-Professional and Subject-Related Test Tasks
5.4 Test Arrangements for Related Vocational Training Courses with Different Levels of Qualification
5.4.1 The S II Test Arrangement
5.4.2 The Post-SII Test Arrangement
5.4.3 The Third Test Arrangement: Graduates of Professionally Qualifying Bachelor Programmes As Primary Test Groups
5.4.4 Validity of the Test Tasks for Different Training Courses and Test Arrangements
5.5 Description of the Solution Scopes
5.6 Evaluation and Choice of Test Tasks: The Pre-Test
5.6.1 Determining the Test Group(s)
5.6.2 Training of Test Task Authors
Identification of Professional Fields of Action
Didactical Evaluation and Revision of the Test Tasks
Rater Training and Rating
The Aims of Rater Training
The Trainers
The Participants in Rater Training
Organisation
5.6.3 Calculating of the Finn Coefficient
Calculation of Interrater Reliability for the COMET Test Instruments
Fleiss´ and Conger´s Kappa
The Finn Coefficient
Intraclass Correlation Coefficient (ICC) for One-Way and Two-Way Models
Prospect
5.6.4 Rating Results
Rating Results (pre-test)
Example: Trainees for Shipping and Logistics Services (SLS)
5.6.5 Interviewing the Test Participants
Comprehensibility
Difficulty of the Test Tasks
Practical Relevance
5.6.6 Selection and Revision of Test Tasks and Solution Scopes
5.7 Test Quality Criteria
5.7.1 Objectivity
Objectivity of Implementation
Objectivity of Evaluation
Reliability (Credibleness)
Validity (Significance)
Validity of Content (Face Validity and Ecological Validity)
Criterion Validity
Construct Validity
5.8 Difficulty Level: A Problematic Quality Criterion for Test Tasks Intended to Measure Professional Competence
5.8.1 Standardised Test Tasks
5.8.2 Criteria-Oriented Test Tasks
Difficulty of Tasks in a Cross-Professional Comparison
Test-Theoretical Problems for Vocational Education
5.8.3 The Variation Coefficient V: A Benchmark for the Homogeneity of the Task Solution
5.8.4 Conclusion
Chapter 6: Psychometric Evaluation of the Competence and Measurement Model for Vocational Education and Training: COMET
6.1 What Makes it So Difficult to Measure Professional Competence?
6.1.1 Procedures Based on the Analysis of the Covariance Matrix
6.1.2 Mixed Distribution Models
6.2 Ensuring the Interrater Reliability of the COMET Test Procedure
6.2.1 Example: Securing Interrater Reliability (COMET Vol. I, Sect. 4.2, Birgitt Erdwien, Bernd Haasler).
6.3 Latent Class Analysis of the COMET Competence and Measurement Model
6.3.1 On the Connection between Test Behaviour and Personal Characteristics
6.3.2 On the Relationship Between the Structure and Modelling of Vocational Competences
6.3.3 Mathematical Properties of a Test Model
6.3.4 Characteristics of a Competence Model for Vocational Education and Training
6.3.5 Dilemma: Dependent Versus Independent Test Items
6.3.6 The Search for a Bridge Between Theory and Measurement
6.3.7 The Example COMET
6.3.8 Empirical Procedure
6.3.9 On the Reliability of the COMET Rating Procedure
6.3.10 On the Content Validity of the COMET Rating Dimensions
6.3.11 Population
6.3.12 Step 1: Determination of Interrater Reliability
6.3.13 Step 2: Sorting of Task Solutions
6.3.14 Step 3: Verification of the Homogeneity of the Competence Criteria
6.3.15 Step 4: Identification of Typical Competence Profiles.
6.3.16 Distribution of Tasks Among the Competence Models
6.3.17 Step 5: Longitudinal Analysis of Competence Measurement.
6.3.18 Discussion of the Results
6.3.19 Need for Research
6.3.20 Prospect
6.4 Confirmatory Factory Analysis
6.4.1 The I-D Model ( 4, Fig. 4.5)
6.4.2 Original Scales
6.4.3 Confirmatory Factor Analysis for the Original Model
6.4.4 Explanations
6.4.5 Modification
6.4.6 Discussion
6.4.7 Explorative Factory Analysis
6.4.8 Results
6.4.9 Discussion
6.4.10 Discussion
6.4.11 Discussion
6.4.12 Discussion
6.4.13 Overall Discussion EFA
6.4.14 Considerations for Further Action
6.5 Validity and Interrater Reliability in the Intercultural Application of COMET Competence Diagnostics
6.5.1 Method
6.5.2 Preparation and Translation
6.5.3 Cultural Adaption
6.5.4 Rater Training
6.5.5 Analysis of the Reliability and Validity of the Evaluation Item
6.5.6 Results
Effect of Rater Training on Increasing Interrater Reliability
Analysis of the Structural Validity of the Evaluation Items
Analysis of the Reliability of the Evaluation Items
Discussion
Chapter 7: Conducting Tests and Examinations
7.1 How Competence Diagnostics and Testing are Connected
7.1.1 Reviews of Professional Competence: The New Examination Practice
Characteristics ofMeasuring´ and Testing´ Professional Skills
7.1.2 Context Reference: Work and Business Processes
7.1.3 Levelling of Test Results
7.2 The Measurement of Professional Competence
7.2.1 COMET as the Basis for a Competence-Based Examination
Examination Variant of the Examination Structure (TAKING into Account the COMET Examination Procedure)
7.2.2 Examination Format for the Extended Final Examination (GAP)
The Operational Order
Assessment of the Examination Result Part A (Operational Order/Practical Task)
Expert Discussion
Practical Task
Holistic Tasks
Evaluation of the Task Solutions by the Examiners (Dual or Team Rating)
7.2.3 Procedure for theOperational Order´ (OO)Examination
Application Process
Approval of the Application
Procedure for the OO Examination (Fig. 7.11)
7.2.4 The Examination Result
Total Score (TS)
Conclusion
7.3 Interrelationship Analyses Between Examinations and Competence Diagnostics for Automotive Mechatronics Technicians
7.3.1 Comparison of the Examination and (COMET) Test Results
7.3.2 Results of the Statistical Influence Analysis
Interpretation of the Results
Overall Result (Final Examination): Total Score (COMET)
Practical Part of the Examination
Written Examination
7.3.3 Conclusion
7.4 Measuring the Test Motivation
7.4.1 Preliminary Study: The Time Scope of the Test as Influence on Test Motivation
Results of the Survey on Test Motivation (cf. COMET Vol. III, Sect. 7.7)
Comparison of the Results of the First and Second Test Item
Comparison of the Processing Time for the First and Second Test Item
7.4.2 Explorative Factor Analysis of the Relationship Between Test Motivation and Test Performance
Capturing the Test Motivation
Questionnaire for Recording Test Motivation
The Test Motivational Model: Data Structure of Motivational Variables in the COMET Test Procedure
Sample
The Connection between Test Motivation and Test Performance
Question and Hypothesis
Method
Outcomes
Discussion
7.4.3 Influence of Processing Time on Overall Performance
Examples: Test Motivation of Nursing Students (Switzerland)
Representation of Factor Values in the form of a Matrix
Example: Test Motivation of Electronics Engineers
Differences Between (COMET) Test and Exam Motivation
7.4.4 Results of the Comparative Study: Test and Examination Motivation among Motor Vehicle Trainees
7.4.5 The Cultural Dimension of Test Motivation
7.4.6 Conclusion
7.5 Planning and Executing COMET Projects
7.5.1 Research Design and Research Strategies
Hypothesis-Driven versus Discovering Research
Example: Discovering the Phenomenon of Stagnation in Competence Development (Rauner, Piening, and Zhou, 2014)
Looking for an Explanation for the Stagnation Hypothesis: Longitudinal Studies
Industrial Mechanic (Hesse)
7.5.2 Defining the Project Design
Agreement on Project Objectives
The Establishment of a Project Organisation
Determining the Participants (Sample)
Examples: First Example: COMET Electronics Technician (China)
Representativeness
Example 2: Representativeness in the PISA Project (Prenzel et al., 2004, Sect. 2.4).
Example 3: Automotive Mechatronics Technician (NRW)
Example 4: Realisation of Representativeness and Situatedness
7.5.3 Selecting and Developing the Test Items, the Test Documents for the Commitment´ Survey and Performing the Context Analy...
Survey of Trainees/Students
Characteristics of In-Company Training
Characteristics of Vocational Schools in Dual Vocational Education and Training
Context Analyses of the Scientific Support
Quality Diagrams
The Benefit of the Quality Diagram for Presenting and Interpreting the Results of the Context Analyses
Capturing the Quality of Training at a Glance
Illustration of Heterogeneity
Data Protection and Coding of the Personal Data of the Test Persons
7.5.4 Informing about the Objectives and the Implementation of the Test
Example: COMET Project Electronics Technician (Hesse)
Time Schedule of the Project and the Problem of Test Duration
Test Scope
Online Rating
7.5.5 Research as a Cooperative Project between Science and Practice
Interpretation of Test Results in the Context of Feedback Workshops
Basis of the Identified Examples of Good and Best Practice
7.5.6 Transfer Activities
Documentation and Publication of Project Results
Chapter 8: Evaluating and Presenting the Test Results
8.1 Classification of Individual Performance in Professional Competence Levels
8.1.1 Determination of the Scores for the Three Competence Dimensions
8.1.2 Sub-Competences, Competence Dimensions and Competence Levels
8.1.3 Classification of Individual Performance in Professional Competence Levels
8.2 Graphical Representation of the Test Results
8.2.1 Competence Levels
8.2.2 Differentiation according to Knowledge Levels
8.2.3 Transfer of Competence Levels Differentiated according to Knowledge Levels into a Grading Scale
8.3 Competence Development as a Competence Profile
8.3.1 Homogeneous versus Selective Competence Profiles
8.4 Heterogeneity of Professional Competence Development
8.4.1 Heterogeneous Levels of Competence
8.4.2 Percentile Bands
8.4.3 The Heterogeneity Diagram
8.4.4 The Causes of Heterogeneity
Prior Schooling
Selection and Admission Rules for Vocational Education and Training as Determinants of the Degree of Heterogeneous Performance...
The Teacher as an Influencing Factor
The Heterogeneity Diagram
Learning Venue Cooperation
8.5 Measuring Identity and Commitment
8.5.1 On the Construction of Scales
8.5.2 Calculating the Results
8.5.3Commitment Lights´
8.5.4 Commitment Progression
8.5.5 Four-Field Matrices
The Identification Potential of Professions: A Professional Typology
Consistently High Identity: Work Orientation
Professional Identity: Occupational Orientation
Organisational Identity: Occupational Orientation
Weak/No Occupational Identity: Employment and Job Orientation
Professional and Organisational Commitment: A Professional Typology
Consistently Committed
Professionally Committed
Organisationally Committed
The Weakly/Non-Committed
8.5.6 Identity and Commitment Profiles
Two Content-Related Occupations with Different Identification Potentials (Fig. 8.25)
8.6 Identity and Commitment as Determinants of Professional Development
8.6.1 Professional and Organisational Identity as Determinants of the Quality of Vocational Training
8.6.2 Professional Identity
8.6.3 Organisational Identity
8.6.4 Professional Commitment
8.6.5 Organisational Commitment
Chapter 9: The Contribution of COMET Competence Diagnostics to Teaching and Learning Research
9.1 A New Dimension for Teaching-Learning Research in Vocational Education and Training
9.1.1 Introduction
Measuring Professional and Organisational Identity and the Commitment-Based Thereon
9.1.2 Teaching and Learning Research Based on COMET Research Data
9.1.3 Competence Diagnostics
9.1.4 Teachers as Determinants of Professional Competence Development
9.1.5 Professional Competence Development and Professional Identity/Professional Commitment
The Development of Professional Identity
9.1.6 Professional Competence Development: Context Data
Teacher Competence: Context Data
Perspectives
Professional Identity, Professional Commitment and Context Data
9.2 Professional Competence and Work Ethic
9.2.1 Introduction: From a Function-Oriented to a Design-Oriented Vocational Training Concept
9.2.2 The Characteristics of Vocational Education and Training (Chap. 3)
Employability
The Contents of Vocational Training: Work Process Knowledge
Shaping Competence
Professional Identity and Work Ethic
The Training Paradox
9.2.3 Competence Profiles for the Representation of Competence Development and Professional Work Ethic
Examples
The Professional Understanding and Problem-Solving Patterns of Teachers as Determinants of the Homogeneity of Their Students´/...
9.2.4 The Relationship Between the Level of Competence and the Homogeneity of Competence Development
Competence Profiles and Professional Work Ethic
9.2.5 Conclusion
9.3 Professional Identity and Competence: An Inseparable Link
9.3.1 Justification of the Hypothesis
9.3.2 Methodical Approach
9.3.3 Test Results
Electronics Technician (Fig. 9.8)
Car Mechatronics
Carpenter (Fig. 9.10)
Medical Specialist Assistant (Fig. 9.11)
9.3.4 Conclusions and Perspectives
The Criteria of Modern Professionalism
Identity, Willingness to Perform, Sense of Quality and Responsibility
9.4 Training Qualities and Competence Development
9.4.1 The Question
9.4.2 Methodical Approach
The Assessment of the Training Quality by the Trainees
9.4.3 Results on the Relationship between Competence and Training Quality
The Quality Criteria Correlate Differently with the Values of the Competence Level
Differentiations According to Professions
Training Quality (Companies) (Fig. 9.14)
Learning Venue Cooperation (Fig. 9.17)
Training Support (Trainers) (Fig. 9.18)
Trainer Assessment
Teaching Quality (Fig. 9.20)
Learning Climate (Fig. 9.23)
9.4.4 Conclusion
9.5 The Training Potential of Vocational Schools
9.5.1 Introduction
9.5.2 Methodical Approach
Teachers: A Determinant of Competence Development Underestimated by Students
9.6 Teachers and Trainers Discover Their Competences: A Eureka´´ Effect and Its Consequences
9.6.1 The Development of Test Items
Informing and Preparing (Conceptualising) the Project
Development of Test Items (Drafts), Formulation of Solution Aids
9.6.2 The Changed Understanding of the Subject Shapes the Didactic Actions of Teachers
9.6.3 Context Analyses: The Subjective View of Learners on the Importance of Learning Venues
The Weighting of Learning Venues
Vocational School Learning Environment
Nursing Training at Technical Colleges
9.6.4 Conclusion
Comparability of Test Groups
Example: Pilot Study (Industrial Clerks)
Example: COMET Project Nursing Training, Switzerland
9.6.5 Conclusion
Chapter 10: Measuring Professional Competence of Teachers of Professional Disciplines (TPD)
10.1 Theoretical Framework
10.2 Fields of Action and Occupation for Vocational School Teachers
10.2.1 Proposal for a Measurement Method by Oser, Curcio And Düggeli
10.2.2 Competence Profiles
10.2.3 Validity of the Oser Test Procedure
10.2.4 The Action Fields for TPD
Planning, Implementing and Evaluating Vocational Learning Processes
Development of Educational Programmes
Planning, Developing and Designing the Learning Environment
Participation in School Development
10.3 TheTPD´´ (Vocational School Teacher) Competence Model
10.3.1 The Requirements Dimension
Functional Competence
Procedural Competence
Shaping Competence
Nominal Competence
10.3.2 The Contextual Dimension
10.3.3 The Behavioural Dimension
10.4 The Measurement Model
10.4.1 Operationalisation of the Requirements Dimension (Fig. 10.5)
10.4.2 The Competence Dimensions
10.4.3 The Competence Levels
10.4.4 Operationalisation of Competence Components for Teachers of Professional Disciplines (TPD) (Rating Scale A)
10.4.5 Vocational Competence
10.4.6 Vocational/Technical Didactics
10.4.7 Technical Methodology (Forms of Teaching and Learning)
10.4.8 Sustainability
10.4.9 Efficiency
10.4.10 Teaching and Training Organisations
10.4.11 Social Compatibility
10.4.12 Social-Cultural Embedment
10.4.13 Creativity
10.5 Test Tasks
10.5.1 Test Tasks for Measuring Cognitive Dispositions (Conceptual-Planning Competence)
10.5.2 Time Scope of the Test Tasks (for Large-Scale Projects)
10.6 State of Research
10.6.1 A Pilot Study with Student Teachers
Test Results
10.6.2 The Research Programme: Competence Development of Teachers and Lecturers in Vocational Education and Training in China
Pretest (China)
Main Test
Test Reliability
10.6.3 Investigating the Link Between Measured Teacher Competence and Quality of Teaching
10.7 Evaluation of Demonstration Lessons in the Second Phase of Training Teachers with Professional Discipline (TPD): A Test M...
10.7.1 The Lesson Plan
10.7.2 Class Observation
10.7.3 The Interview (Following the Demonstration Lesson)
10.7.4 Final Evaluation of the Examination Performance
10.8 Development and Evaluation of the Model Social-Communicative Competence of Teachers´´
10.9 Outlook
10.9.1 Psychometric Evaluation of the Competence Model
10.9.2 Investigating the Link Between Measured Teacher Competence and Quality of Teaching
Chapter 11: The Didactic Quality of the Competence and Measurement Model
11.1 The Learning Field Concept Provides Vocational Education and Training with an Original, Educational-Theoretical Foundation
11.1.1 Professional Action Fields as a Reference Point for the Development of Learning Fields
11.2 Designing Vocational Education Processes in Vocational Schools
11.2.1 Professional Knowledge
11.2.2 The Training Paradox
11.2.3 Designing Learning Tasks
What Distinguishes Learning Tasks from Work Tasks
AProduct´´
A Learning Outcome
Step 1: Identifying Competence-Promoting Work Situations/Tasks
Step 2: Developing and Describing Learning Tasks from Work Situations/Tasks
Prospectivity
The Concept of Holistic Task Solution
Action Consolidation and Accentuation
Solution and Design Scopes
Representativity
Competence Development
Publication of Learning Tasks
Step 3: Identify Learning Opportunities and Diagnose Competence Development
Learning Tasks: With Solutions Possible at Different Levels
Possible Differentiation in the Evaluation of Task Solutions
The Teaching Objective: Dealing with Heterogeneity Aims at the Individual Promotion of Professional Competence
Developing Competences
11.2.4 Designing Teaching-Learning Processes
Step 1: Selection of a Customer Order with ``Suitable´´ Learning Potential and Formulation of a Learning Task
Step 2: Analysing and Functionally Specifying the Customer´s Situation Description
Manufacture Two Grippers (Material: 1.2842) from 20 x 15 Flat Steel According to the Drawing
Step 3: Development and Definition of Evaluation Criteria
Step 4: Provisional Definition (Rough Plan) and Implementation of the Task-Solving Procedure: Development of Vocational Concep...
Learning Within a Group
11.2.5 Dealing with Heterogeneity
11.2.6 Step 5: Evaluating the Task Solution (Self-Assessment)
11.2.7 Step 6: Reflection on Work and Learning Processes
11.2.8 Step 7: Presenting and Evaluating the Task Solution, Work and Learning Process as Well as Learning Outcomes (External E...
11.2.9 Step 8: Systematising and Generalising Learning Outcomes
11.3 COMET as a Didactic Concept in Nursing Training at Higher Technical Colleges in Switzerland: Examples of Teaching and Exa...
11.3.1 The Higher Vocational Nursing Schools in Switzerland
11.3.2 COMET in the Context of the BZ-GS [Health and Social Education Centre]
Example Lesson: Pain and Temperature Regulation
11.3.3 Example Lesson: Nursing Relatives and Palliative Care
11.3.4 Example Lesson: CPR-Cardiopulmonary Resuscitation
11.3.5 Examinations
Synthesis Examination as an Example
Diploma Examination as an Example
Examinations: Conclusion
11.3.6 Suggestion for Lesson Preparation
Portfolios and Patient Documentation Tool
11.3.7 Conclusion
Appendix A: The Four Developmental Areas
Appendix B: Rating Scale
Appendix C: Examples for Test Tasks
Note
Example Millwright
Example Electrician
Example Welder
Appendix D: Four-Field Matrix (Tables)
Appendix E: Correlation Values for the Correlation Between Occupational Competences and I-C Averages
List of References
Bibliography
List of COMET Publications Bd. I
COMET-Berichte
Index
Subject Index