Competence modeling and measurement in engineering mechanics

Abstract

Since the implementation of the Bologna process, there has been more attention to the quality of engineering study courses and to necessity of measuring the extent to which these courses facilitate and support the acquisition of engineering competence of students. So far it is not possible to assess this in a reliable and valid way because of missing models of competence. The foundation of all competence diagnostics is (1) a model of competencies which need to be developed, and (2) the subsequent development and application of adequate test instruments. This chapter proposes a competence model as the basis for an assessment of learning results in mechanical engineering, and places it within the current state of empirical educational research. Hypotheses on the competence structure and on the levels of mechanical engineering students will be derived from the model. The outcome can be used as a step forward for more transparency of the teaching processes and how teaching might be optimized by using the results of assessments. The focus of the competence model in this chapter is on ‘Cognitive performance’. This precise focus on the concept of competence has been deliberately chosen in order to generate unambiguously measurable learning results. The model is based on content structures of the discipline mechanical engineering and excels by a high affinity for teaching contents as practiced by lecturers, who also participated in the shaping of the model. After the validation of the model, a feedback structure for the improvement of teaching is envisaged in further steps.