BS ISO/IEC 20006-2:2015 pdf download-Information technology for learning, education and training — Information model for competency Part 2: Proficiency level information model.
7.1 Proficiency composition model The proficiency composition model is used to describe the structure of the proficiency. It includes the attributes that are used as labels within an IT system (e.g. id, name, description). It also includes two items, the proficiencySequence and the proficiencyList. The proficiencySequence is used to describe aspects of the proficiency that is being represented. These aspects are at a high level of abstraction. So, for example, for the European Qualifications Framework (EQF), the proficiencySequence would include three main items (i.e., knowledge levels, skill levels, and competency levels). Additional information regarding the proficiencyList item would be included as attributes (e.g. id, name, description). The structure of the proficiency composition model is provided below in Figure 3. There are many different types of competency information and rating structures. Some examples are provided below. a) Single rating scale (e.g. ascending or descending): where an individual would be assigned a specific value on a scale that is either ascending (e.g. 1 – 10) or descending (10 – 1). b) License or certificate: where a person takes a license or certificate exam and possibly participates in LET activities. In such cases, it is possible that the coursework and/or exam would be either “pass” or “fail”. This type of rating structure may be used for professionals, tradespeople, and others. c) Educational attainment/credential/state: where proficiency and levels are given names, for instance, bachelor, master, and Ph.D., or junior class and senior class.
d) Tiered rating system/scale (e.g. inverse, multi, etc.): some proficiency representations have different tiers of rating scales. For example, taking into account a national education system, there can be several distinctions for students who progress through the system (e.g. kindergarten, primary, junior, senior, university, and post-graduate). There are also other cases that demonstrate tiered rating scales. For example, “Judo” or other Japanese traditional training systems have two different continuances of level sequence, that is “Kyu (class)”, and “Dan (stage)”. “Kyu” has a continuance from 10 th to 1 st . “Dan” begins at 1 st and goes to 9 th . When a person achieves a lower number in the “Kyu” continuance, it means that the person is more skilled. On the other hand, a lower number for the “Dan” continuance means that a person is less skilled. The flows of possible attainment for an individual from “10 th Kyu” to “1 st Kyu”, and from “1 st Dan to 9 th Dan” are termed continuances, and the continuance is applied to all individuals who attain that level of skill. The continuance is used consistently across all individuals and never changes the order of the skill that is being described. If it were to be expressed within an IT system, this case instance could include a potential of “19” possible grades. However, within an IT system it would be very useful to allow for a combination of 2 different grades to express individuals’ skill levels, as the attribution of “composition” allows for the combination of 2 or more continuances, which can be helpful to understand the actual skill level attained.