Verifying Vocational Action Competence

When measuring occupational competence expression in the form of competence levels and competence profiles, competence is recorded as a domain-specific disposition. If competence measurement is carried out according to the COMET procedure, then it is possible for numerous occupations to record occupational competence in the form of computer-based competence diagnostics. The COMET competence model was developed with reference to internationally compatible guiding ideas of vocational education and training as well as the theories that are fundamental for vocational competence development: the novice-expert paradigm, the theory of developmental tasks and paradigmatic work situations, the theory of multiple competence, and the theory of situated learning and cognitive apprenticeship. The open complex test tasks of this test format conclude by asking the trainees to justify the presented solution in detail. The guiding idea of contextual knowledge is represented by the eight-dimensional competence and measurement model of holistic task solution or the concept of multiple competence. The COMET competence and measurement model provides a cross-occupational procedure for the selection and formulation of holistic examination tasks and operational assignments. The informative value of the examination results is significantly higher according to this examination concept than with conventional examinations. Not only a point value is shown, but also the level of competence achieved and the competence profile. The COMET method can also be used to measure the quality of the “operational assignments.”