Inwiefern sind kompetenzmodelle dazu geeignet kognitive prozesse von lernenden zu beschreiben

Abstract

The increasing use of competence models for modelling domain specific knowledge in school raises the question to what extent such models can represent cognitive processes. The article analyses the recent development of models for competence scales, competence stages, competence structures and so-called cognitive diagnostic models and taxes their value in the context of subject specific educational sciences and developmental psychology. © Springer Fachmedien Wiesbaden 2013.