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TRANSITIONS, INTERLOCKING AND PERMEABILITY OF EDUCATIONAL DOMAINS
RegioNet-OWL; Future initiative professional choice/professional orientation (North Rhine-Westphalia)
Assessment Process as a Strengthening-oriented Tool for the Assessment of
Potential and Personal Development in Schools and Companies
I. Problem
Long-term experience working together with pupils in the
Herford district has shown that they:
• often have very little perception or awareness of their own
strengths,
• are often perceived as being deficient due to their
scholastic and family socialisation,
• often see themselves as being less competent than they are.
This is where special exercises and reflection phases are
practiced.
Each participant receives an individual assessment
report following the pedagogic and observation processes
at the end of the programme.
This strengths-oriented tool receives positive reactions
from the participants as well as the teachers and companies.
Other social groups, such as women who are returning to
work after being unemployed or family leave, also show this
phenomenon.
II. Solution approach
In the framework of the RegioNet-OWL, proven assessment
modules are put in place and modified for new target
groups. This strengths-oriented tool should make participants
in the profession-orientation phase more aware of
their individual strengths and capabilities.
Thus, the people are observed in different competence areas
over a period of three days:
• method competence
• social and communication skills and
• self-competence
III. Outlook
At the moment, this strengths-oriented programme is being
implemented in three vocational colleges in which teachers
are being qualified as assessors and in this way long-term
sustainability is assured.
Specific job assessment processes have been developed
in the secondary level I in which pupils can get to know
selected professions, e.g. the health service.
www.regionet-owl.de
Each of these competence areas are categorised into specific
observation dimensions, e.g. dialogue technique and presentation
skills (social and communication competence),
work systematising (method competence) or frustration tolerance
(self-competence).
At the end of a completed task, in-depth feedback from
the assessor to the participant follows which highlights their
individual strengths and capabilities.
In addition to the actual observation situations and the individual
feedback, assessment process is contained in an
agreed main programme.