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View all- Soyka CSchaper N(2024)Analyzing student response processes to refine and validate a competency model and competency-based assessment task typesFrontiers in Education10.3389/feduc.2024.13970279Online publication date: 14-Jun-2024
Toward a Competence Model for Graphical Modeling
Authors: 
Chantal Soyka, Niclas Schaper, Elena Bender, Michael Striewe, Meike UllrichAuthors Info & Claims
Chantal Soyka, Niclas Schaper, Elena Bender, Michael Striewe, Meike UllrichAuthors Info & ClaimsArticle No.: 15, Pages 1 - 30
Abstract
Modeling is an integral part of many computing-related disciplines and thus also represents a curricular core component in computing education in tertiary education. Competence models in which modeling is integrated at least to some extent already exist in some of these disciplines. However, for the core component of graphical modeling, a competence model that illuminates the relevant competences in detail is still lacking. Therefore, we develop a competence model for graphical modeling with the aim to make teaching and especially assessments in the field more competence-oriented. This article reports on the first two studies conducted to develop and validate the competence model for graphical modeling. In the first study, the structure of the competence model was developed based on theories and approaches of educational science. Competences relevant for graphical modeling were deductively derived from literature and existing university course descriptions using techniques of qualitative content analysis. The result of the first study is a preliminary competence model. In the second study, the preliminary competence model was reviewed by means of an expert rating in the modeling community. The competence model was revised and refined based on these findings and subsequent expert discussions. The main result of the investigation represents the competence model for graphical modeling, which includes a total of 74 competence facets at different cognitive process levels in the five content areas of “model understanding and interpreting,” “model building and modifying,” “values, attitudes, and beliefs,” “metacognitive knowledge and skills,” and “social-communicative skills.”
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Publication History
Published: 29 December 2022
Online AM: 19 October 2022
Accepted: 23 September 2022
Revised: 28 July 2022
Received: 28 September 2021
Published in TOCE Volume 23, Issue 1
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- German Federal Ministry of Education and Research (BMBF) within the project KEA-Mod (Kompetenzorientiertes E-Assessment für die grafische Modellierung)
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View all- Soyka CSchaper N(2024)Analyzing student response processes to refine and validate a competency model and competency-based assessment task typesFrontiers in Education10.3389/feduc.2024.13970279Online publication date: 14-Jun-2024
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