Driver Attestation
Definitions and Self Assessment
Date 01/02/2013 Page 1 of 7 Issue 1.0
DEFINITIONS OF PROGRESS 1. STRUCTURE A way that parts link or function The way in which the different parts of something link or work together, or the fact of being linked together, a) The structure of a local government, b) The training session was interesting, but it lacks structure. c) The essay was interesting but lacked structure.
2. FRAMEWORK Underlying set of ideas A set of ideas, principles, agreements, or rules that provide the basis or outline for something intended to be more fully developed at a later stage, a) Providing a framework for next week’s discussion.
3. MODEL Simplified version A simplified version of something complex used in analysing and solving problems or making predictions, a) A financial model, b) A personal development model.
4. PROGESS Positive development, Development, usually of a gradual kind, towards achieving a goal or reaching a higher standard
Driver Attestation
Definitions and Self Assessment
Date 01/02/2013 Page 2 of 7 Issue 1.0
DEFINITIONS OF LEARNING AND TRAINING The European Qualifications Framework (EQF) common reference points, that apply to Education and Training Providers, employers and Individuals. (a) “COMPETENCE” means the proven ability to use knowledge, skills and personal, social and/ or methodological abilities, in work or study situations and in professional and personal development. In the context of the European Qualifications Framework, competence is described in terms of responsibility and autonomy (b) “KNOWLEDGE” means the outcome of the assimilation of information through learning. Knowledge is the body of facts, principles, theories and practices that is related to a field of work or study. In the context of the European Qualifications Framework, knowledge is described as theoretical and/or factual; (c) “SKILLS” means the ability to apply knowledge and use know-how to complete tasks and solve problems. In the context of the European Qualifications Framework, skills are described as cognitive (involving the use of logical, intuitive and creative thinking) or practical (involving manual dexterity and the use of methods, materials, tools and instruments); (d) “QUALIFICATION” means a formal outcome of an assessment and validation process which is obtained when a competent body determines that an individual has achieved learning outcomes to given standards; (e) “NATIONAL QUALIFICATION SYSTEM” means all aspects of a Member State’s activity related to the recognition of learning and other mechanisms that link education and training to the labour market and civil society. This includes the development and implementation of institutional arrangements and processes relating to quality assurance, assessment and the award of qualifications. A national qualifications system may be composed of several subsystems and may include a national qualifications framework; (f) “NATIONAL QUALIFICATIONS FRAMEWORK” means an instrument for the classification of qualifications according to a set of criteria for specified levels of learning achieved, which aims to integrate and coordinate national qualifications subsystems and improve the transparency, access, progression and quality of qualifications in relation to the labour market and civil society; (g) “SECTOR” means a grouping of professional activities on the basis of their main economic function, product, service or technology; (h) “INTERNATIONAL SECTORAL ORGANISATION” means an association of national organisations, including, for example, employers and professional bodies, which represents the interests of national sectors; (i)
“LEARNING OUTCOMES” means statements of what a learner knows, understands and is able to do on completion of a learning process, which are defined in terms of knowledge, skills and competence. See “Levels of learning outcomes” on next page.
Driver Attestation
DEFINED LEV ELS OF LEARNING Level Knowledge Skills 1
Basic general knowledge
2
Basic factual knowledge of a field of work or study
3
Knowledge of facts, principles, processes and general concepts, in a field of work or study
4
Factual and theoretical knowledge in broad contexts within a field of work or study
5
Comprehensive, specialised, factual and theoretical knowledge within a field of work or study and an awareness of the boundaries of that knowledge Advanced knowledge of a field of work or study, involving a critical understanding of theories and principles
6
Date 01/02/2013 Page 3 of 7 Issue 1.0
Definitions and Self Assessment
7 a. Highly specialised knowledge, some of which is at the forefront of knowledge in a field of work or study, as the basis for original thinking and/or research b. Critical awareness of knowledge issues in a field and at the interface between different fields 8 Knowledge at the most advanced frontier of a field of work or study and at the interface between fields
Basic skills required to carry out simple tasks Basic cognitive and practical skills required to use relevant information in order to carry out tasks and to solve routine problems using simple rules and tools A range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information A range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study
A comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems
Advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialised field of work or study
Specialised problem-solving skills required in research and/or innovation in order to develop new knowledge and procedures and to integrate knowledge from different fields
The most advanced and specialised skills and techniques, including synthesis and evaluation, required to solve critical problems in research and/or innovation and to extend and redefine existing knowledge or professional practice
Competence Work or study under direct supervision in a structured context Work or study under supervision with some autonomy
a. Take responsibility for completion of tasks in work or study b. Adapt own behaviour to circumstances in solving problems a. Exercise self-management within the guidelines of work or study contexts that are usually predictable, but are subject to change b. Supervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study activities a. Exercise management and supervision in contexts of work or study activities where there is unpredictable change b. Review and develop performance of self and others a. Manage complex technical or professional activities or projects, taking responsibility for decisionmaking in unpredictable work or study contexts b. Take responsibility for managing professional development of individuals and groups a. Manage and transform work or study contexts that are complex, unpredictable and require new strategic approaches b. Take responsibility for contributing to professional knowledge and practice and/or for reviewing the strategic performance of teams
Demonstrate substantial authority, innovation, autonomy, scholarly and professional integrity and sustained commitment to the development of new ideas or processes at the forefront of work or study contexts including research
Driver Attestation
Definitions and Self Assessment
Date 01/02/2013 Page 4 of 7 Issue 1.0
SELF-ASSESSMENT INSTRUCTION This self-assessment table is based on the common European framework of reference for languages developed by the Council of Europe. The table consists of three broad levels as follows: a) Basic user (levels A1 and A2); b) Independent user (levels B1 and B2); c) Proficient user (levels C1 and C2). The aim of the assessment is to establish your current level of understanding and communication abilities from the subjects descriptors listed on the following pages. To complete the assessment enter the date next to the subject descriptor that best describes your current level of understanding of the subject described. Repeat the process for each of the following; UNDERSTANDING Listening, Reading. SPEAKING Spoken Interaction, Spoken Production. WRITING NOTE: SELF ASSESSMENT IS NOTE A TEST The completed assessment shall remain your possession. It is your responsibilities to update the assessment or ask for professional assistance should you wish to up skill. Use the assessment as a bench mark of current skills which you can review periodically. Additionally you can use the outcomes as a base to build your Curriculum Vitae (CV) on. To download Curriculum Vitae (CV) Template and Instructions (Click here) Speak to your training provider if you require assistance with the self assessment or help with the CV builder.
Driver Attestation
Definitions and Self Assessment
Date 01/02/2013 Page 5 of 7 Issue 1.0
UNDERSTANDING LISTENING Date Ref No Assessment Descriptors A 1: I can understand familiar words and very basic phrases concerning myself, my family and immediate surroundings when people speak slowly and clearly. A 2: I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local area, employment). I can catch the main points in short, clear, simple messages and announcements. B 1: I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. I can understand the main points of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear. B 2: I can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar. I can understand most TV news and current affairs programmes. I can understand the majority of films in standard dialect. C 1: I can understand extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly. I can understand television programmes and films without too much effort. C 2: I have no difficulty in understanding any kind of spoken language, whether live or broadcast, even when delivered at fast native speed, provided I have some time to get familiar with the accent.
READING Date Ref No Assessment Descriptors A 1: I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues A 2: I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters B 1: I can understand texts that consist mainly of high frequency everyday or job-related language. I can understand the description of events, feelings and wishes in personal letters. B 2: I can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. I can understand contemporary literary prose. C 1: I can understand long and complex factual and literary texts, appreciating distinctions of style. I can understand specialised articles and longer technical instructions, even when they do not relate to my field. C 2: I can read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialised articles and literary works.
Driver Attestation
Definitions and Self Assessment
Date 01/02/2013 Page 6 of 7 Issue 1.0
SPEAKING SPOKEN INTERACTION Date Ref No Assessment Descriptors A 1: I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I'm trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics. A 2: I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can't usually understand enough to keep the conversation going myself. B 1: I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events). B 2: I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. I can take an active part in discussion in familiar contexts, accounting for and sustaining my views. C 1: I can express myself fluently and spontaneously without much obvious searching for expressions. I can use language flexibly and effectively for social and professional purposes. I can formulate ideas and opinions with precision and relate my contribution skilfully to those of other speakers. C 2: I can take part effortlessly in any conversation or discussion and have a good familiarity with idiomatic expressions and colloquialisms. I can express myself fluently and convey finer shades of meaning precisely. If I do have a problem I can backtrack and restructure around the difficulty so smoothly that other people are hardly aware of it.
SPOKEN PRODUCTION Date Ref No Assessment Descriptors A 1: I can use simple phrases and sentences to describe where I live and people I know. A 2: I can use a series of phrases and sentences to describe, in simple terms, my family and other people, living conditions, my educational background and my present or most recent job. B 1: I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes and ambitions. I can briefly give reasons and explanations for opinions and plans. I can narrate a story or relate the plot of a book or film and describe my reactions. B 2: I can present clear, detailed descriptions on a wide range of subjects related to my field of interest. I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. C 1: I can present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion. C 2: I can present a clear, smoothly-flowing description or argument in a style appropriate to the context and with an effective logical structure which helps the recipient to notice and remember significant points.
Driver Attestation
Definitions and Self Assessment
Date 01/02/2013 Page 7 of 7 Issue 1.0
WRITING Date
Ref No Assessment Descriptors A 1: I can write a short, simple postcard, for example sending holiday greetings. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form. A 2: I can write short, simple notes and messages. I can write a very simple personal letter, for example thanking someone for something. B 1: I can write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions. B 2: I can write clear, detailed text on a wide range of subjects related to my interests. I can write an essay or report, passing on information or giving reasons in support of or against a particular point of view. I can write letters highlighting the personal significance of events and experiences. C 1: I can express myself in clear, well-structured text, expressing points of view at some length. I can write about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues. I can select a style appropriate to the reader in mind. C 2: I can write clear, smoothly-flowing text in an appropriate style. I can write complex letters, reports or articles which present a case with an effective logical structure which helps the recipient to notice and remember significant points. I can write summaries and reviews of professional or literary works.