2.1 INTRODUCTION
This chapter outlines, in a general manner, the principles and procedures to be followed in the design and implementation of a competency-based approach to training and assessment. It outlines its key features and briefly describes how the competency-based approach is to be used by course developers, instructors, and examiners where applicable. This chapter provides the requirements that training providers and licensing authorities should comply with, in order to implement competency-based training and assessment.
2.2 COMPETENCY-BASED APPROACH TO TRAINING AND ASSESSMENT
2.2.1 The development of competency-based training and assessment must be based on a systematic approach whereby competencies and their standards are defined; training is based on the competencies identified and assessments are developed to determine whether these competencies have been achieved. Competency-based approaches include mastery learning, performance-based training, criterion-referenced training, and instructional systems design.
2.2.2 Competency-based approaches to training and assessment must include at least the following features:
a) the justification of a training need through a systematic analysis and the identification of indicators for evaluation;
b) the use of a job and task analysis to determine performance standards, the conditions under which the job is carried out, the criticality of tasks, and the inventory of skills, knowledge and attitudes;
c) the identification of the characteristics of the trainee population;
d) the derivation of training objectives from the task analysis and their formulation in an observable and measurable fashion;
e) the development of criterion-referenced, valid, reliable and performance-oriented tests;
f) the development of a curriculum based on adult learning principles, with a view to achieving an optimal path to the attainment of competencies;
g) the development of material-dependent training; and
h) the use of a continuous evaluation process to ensure the effectiveness of training and its relevance to line operations.
Note.— A detailed description of the ICAO course development methodology, a competency-based approach to training and assessment and an example of an ISD methodology can be found in the PANS-TRG, Attachment to Chapter 2.
According to PANS-TRG, the course development methodology comprises nine phases, which can be subdivided in three broad categories of analysis, design and production, and evaluation.
Analysis is covered through:
Phase 1 – Preliminary study
Phase 2 – Job analysis
Phase 3 – Population analysis
Design and Production is covered in:
Phase 4 – Design of curriculum
Phase 5 – Design of modules
Phase 6 – Production
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