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MICHAEL ASCIAK Many Facets of Competence While on vacation earlier this month, Michael Asciak picked up his toolbox and followed his wife, Elaine, to the elementary school where she teaches.
However these in-game self-reports were not designed to assess facets of competence.
We developed an approach to measure non-cognitive facets of competence during problem solving referred to as EES.
In our research, EES serves to measure the non-cognitive facets of competence presented in Fig. 1 (components C and D).
Amongst other findings, they found small to medium positive correlations between cognitive and non-cognitive facets of competence (Rausch et al. 2016; see also Rausch and Wuttke 2016; Seifried et al. 2016; Wuttke et al. 2015).
Besides cognitive facets of problem-solving competence, we also consider non-cognitive facets of competence (e.g., self-concept, interest) to play a role in problem solving in the workplace.
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On the positive side, all of the questionnaires that were examined provide reliable sub-scales covering important facets of competences.
CT: Computer tomography; FOC: Facet of competence; MCH: Mean cell haemoglobin; MCV: Mean corpuscular volume; VI: Vertically integrated.
Graduates from a VI curriculum received significantly higher scores by the physicians for the facet of competence "active professional development", with features like 'reflection' and 'asking for feedback'.
One finding is that, based on the judgments of the physicians, the candidates from a VI curriculum scored better on the facet of competence "active professional development".
We assessed and compared the number of laboratory and radiology requests and correlated the results with the scores participants received from their supervisors for the facet of competence "scientifically and empirically grounded method of working".
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