BS ISO IEC 20006-2-2015 Information technology for learning education and training Information model for competency Proficiency level information model《学习 教育和培训用信息技术 能力的信息模型 熟练掌握程度.pdf

《BS ISO IEC 20006-2-2015 Information technology for learning education and training Information model for competency Proficiency level information model《学习 教育和培训用信息技术 能力的信息模型 熟练掌握程度.pdf》由会员分享，可在线阅读，更多相关《BS ISO IEC 20006-2-2015 Information technology for learning education and training Information model for competency Proficiency level information model《学习 教育和培训用信息技术 能力的信息模型 熟练掌握程度.pdf（42页珍藏版）》请在麦多课文档分享上搜索。

1、BSI Standards PublicationBS ISO/IEC 20006-2:2015Information technology forlearning, education and training Information model for competencyPart 2: Proficiency level information modelBS ISO/IEC 20006-2:2015 BRITISH STANDARDNational forewordThis British Standard is the UK implementation of ISO/IEC 200

2、06-2:2015.The UK committee regards the interoperable representation,attribution and aggregation of information about learnercompetency as an important goal, on which the developmentof much data-driven educational technology depends. Theybelieve that the difficulty in creating such standards lies not

3、in the complexity of the specifications themselves, but in theneed to achieve agreement in principle over how competency in-formation should be interpreted, and therefore represented. Inthe committees opinion, it is not clear that ISO/IEC 20006 helpssignificantly towards such agreement.ISO/IEC 20006

4、 has been developed by a limited number of expertsfrom committees outside the UK, without the benefit of any asso-ciated implementation activity: the specification contained within the standard remains untested. The committee considers that the use of terminology in the standard is unclear and incon

5、sistent.A practical exercise requested by them showed there were widelydiffering understandings of how the specification might beimplemented, even within the working group responsible for itsdevelopment.Much experience with using competency information has beenacquired in the HR profession, where th

6、e expression of competenciesis often binary (competent v. not yet competent) and relative toa particular job role. The committee believes that education alsorequires metrics that allow ranking, which may be demonstratedin a wide variety of different contexts. They believe that there areimportant and

7、 still unresolved questions about how competencyattributions should be evidenced, how their reliability can bedemonstrated, how consistent meaning can be supported, and howthe relationships between different competency representations canbe mapped. They believe that confident answers to these questi

8、onscan only come from extensive piloting, and until this happens, theybelieve that the production of an international standard in this areais premature.The committee believes that there are other public specificationsavailable that offer more potential for supporting successful pilotsthan ISO/IEC 20

9、006.The UK participation in its preparation was entrusted to TechnicalCommittee IST/43, Information technology for learning, educationand training.A list of organizations represented on this committee can beobtained on request to its secretary.This publication does not purport to include all the nec

10、essaryprovisions of a contract. Users are responsible for its correctapplication. The British Standards Institution 2015. Published by BSI Standards Limited 2015ISBN 978 0 580 73341 3ICS 03.100.30; 35.240.99BS ISO/IEC 20006-2:2015 BRITISH STANDARDAmendments/corrigenda issued since publicationDateTex

11、t affectedCompliance with a British Standard cannot confer immunity from legal obligations.This British Standard was published under the authority of theStandards Policy and Strategy Committee on 30 April 2015.Information technology for learning, education and training Information model for competen

12、cy Part 2: Proficiency level information modelTechnologies de linformation pour lapprentissage, lducation et la formation Modle dinformation pour les comptences Partie 2: Modle dinformation des niveaux de comptenceINTERNATIONAL STANDARDISO/IEC 20006-2Reference number ISO/IEC 20006-2:2015(E)First edi

13、tion 2015-03-15 ISO/IEC 2015BS ISO/IEC 20006-2:2015ii ISO/IEC 2015 All rights reservedCOPYRIGHT PROTECTED DOCUMENT ISO/IEC 2015All rights reserved. Unless otherwise specified, no part of this publication may be reproduced or utilized otherwise in any form or by any means, electronic or mechanical, i

14、ncluding photocopying, or posting on the internet or an intranet, without prior written permission. Permission can be requested from either ISO at the address below or ISOs member body in the country of the requester.ISO copyright officeCase postale 56 CH-1211 Geneva 20Tel. + 41 22 749 01 11Fax + 41

15、 22 749 09 47E-mail copyrightiso.orgWeb www.iso.orgPublished in SwitzerlandISO/IEC 20006-2:2015(E)BS ISO/IEC 20006-2:2015ISO/IEC 20006-2:2015(E)Foreword ivIntroduction v1 Scope . 11.1 General . 11.2 Exclusions 11.3 Areas not addressed . 22 Conformance . 23 Normative references 24 Terms and definitio

16、ns . 25 Symbols (and abbreviated terms) 36 Relationship between proficiency and competency 47 Proficiency level information model . 57.1 Proficiency composition model 67.1.1 proficiencySequence. 87.1.2 proficiencyList . 97.2 Proficiency information model . 97.2.1 proficiencyMetrics .107.2.2 levelNum

17、ber . 117.2.3 levelSequence 117.2.4 dimensionNumber 127.2.5 dimension . 127.3 Level information model . 137.3.1 levelMetrics .147.3.2 proficiencyInformation . 157.3.3 levelPosition .157.3.4 levelDimensionNumber 167.3.5 levelDimension .177.3.6 levelCriteria . 18Annex A (informative) Application to th

18、e European Qualifications Framework (EQF) .20Annex B (informative) Application to Japanese National Skills Standard (ITSS) 24Bibliography .29 ISO/IEC 2015 All rights reserved iiiContents PageBS ISO/IEC 20006-2:2015ISO/IEC 20006-2:2015(E)ForewordISO (the International Organization for Standardization

19、) and IEC (the International Electrotechnical Commission) form the specialized system for worldwide standardization. National bodies that are members of ISO or IEC participate in the development of International Standards through technical committees established by the respective organization to dea

20、l with particular fields of technical activity. ISO and IEC technical committees collaborate in fields of mutual interest. Other international organizations, governmental and non-governmental, in liaison with ISO and IEC, also take part in the work. In the field of information technology, ISO and IE

21、C have established a joint technical committee, ISO/IEC JTC 1.The procedures used to develop this document and those intended for its further maintenance are described in the ISO/IEC Directives, Part 1. In particular the different approval criteria needed for the different types of document should b

22、e noted. This document was drafted in accordance with the editorial rules of the ISO/IEC Directives, Part 2 (see www.iso.org/directives).Attention is drawn to the possibility that some of the elements of this document may be the subject of patent rights. ISO and IEC shall not be held responsible for

23、 identifying any or all such patent rights. Details of any patent rights identified during the development of the document will be in the Introduction and/or on the ISO list of patent declarations received (see www.iso.org/patents).Any trade name used in this document is information given for the co

24、nvenience of users and does not constitute an endorsement. For an explanation on the meaning of ISO specific terms and expressions related to conformity assessment, as well as information about ISOs adherence to the WTO principles in the Technical Barriers to Trade (TBT), see the following URL: Fore

25、word Supplementary information .The committee responsible for this document is ISO/IEC JTC 1, Information technology, Subcommitee SC 36, Information technology for learning, education and training.ISO/IEC 20006 consists of the following parts, under the general title Information technology for learn

26、ing, education and training Information model for competency: Part 1: Competency general framework and information model Part 2: Proficiency level information modelThe following parts are under preparation: Part 3: Guidelines for the aggregation of competency information and dataiv ISO/IEC 2015 All

27、rights reservedBS ISO/IEC 20006-2:2015ISO/IEC 20006-2:2015(E)IntroductionFrom the late 1990s, some industrial and academic organizations have developed information technology standards in the skills and competency domain, such as human resources, on a global level to address the interoperability req

28、uirements and environment complexities of management and sharing of competency information amongst different organizations. Some examples include work spearheaded by the following organizations: the IMS Global Learning Consortium Inc., HR-XML Consortium, IEEE-LTSC, OMG, CEN TC353, HRMLs, and also IS

29、O/IEC JTC 1/SC36 itself. Some typical problems encountered by stakeholders as well as ITLET systems dedicated to the management and exchange of competency information and where these issues may be encountered are provided in examples below.1Example 1: Technical Competency and associated information

30、cannot always be selected and shared between different ITLET systems (e.g. learning management, HR, and other related platforms).Example 2: Organizational Competency and associated information is not easily used in human development activities, because skills and competency information may be detail

31、ed or expressed differently in various ITLET systems (e.g. learning management, HR, national occupational classification, and other related systems).Example 3: Information exchange Skills and competency proficiency information, such as individual status or degrees acquired, cannot be shared easily a

32、mongst different ITLET systems (e.g. HR, learning management, national occupational classification, and other related systems).Example 4: Individual learner Individual developmental learning, education, and training paths cannot easily migrate or be exchanged amongst ITLET systems.Example 5: Systems

33、 perspective (where systems include individuals, organizations, and the technologies that support them) Individuals and organizations cannot easily design and integrate informal and formal learning, education, and training opportunities to support life goals, career strategies, and career paths usin

34、g existing common dimensions within ITLET systems.Example 6: Practical analytics The ability to access, extract, and analyse competency and associated information can provide evidence as to whether learning, education, and training information needs are being met in order to analyse lifelong learnin

35、g, thus where competency information must be drawn from different systems and where non-interoperable format and definitions are used.Example 7: Assessment and evaluation ITLET systems (e.g. acknowledgement and consideration are needed regarding evaluation biases in human assessment, the use of vary

36、ing methods and metrics to evaluate human performance, and the need to conduct accurate skill gap analysis), where ITLET systems that use different competency digital schema are involved.Example 8: Overarching goals and outcomes Human assessment and support for the development of human potential req

37、uires ITLET systems that provide a more flexible, holistic integration, and exchange of competency and associated information beyond individual learning opportunities, everyday operation, and work performance.Currently, organizations, such as schools, universities, institutes, and companies, use dif

38、ferent ITLET systems to support the use of learning content, to enable and enhance various learning activities, and to provide other services. To meet their missions and goals, such organizations can rely on in-house developers, others such as ITLET vendors or suppliers, or a combination of both to

39、provide and operate IT systems to support LET. This means ITLET operations and other organizational systems that deal with skills and competency information, such as interrelated human resources (HR) information systems, need to be interoperable to allow for communication between organizations, thei

40、r employees, and outsourcing ITLET providers or suppliers.The purpose of this International Standard is to provide a framework, models, system architecture used for competency and proficiency information, and a way to aggregate competency information. ISO/IEC 20006-1 International Standard will prov

41、ide a general framework and information model to manage and exchange information about knowledge, skills, ability, attitude, and educational objectives. Especially, this part ISO/IEC 20006 will focus on extending the concepts contained within ISO/IEC 2015 All rights reserved vBS ISO/IEC 20006-2:2015

42、ISO/IEC 20006-2:2015(E)ISO/IEC TR 24763 by providing more detailed information regarding competency information and its information aggregation. This International Standard can be used by software developers and implementers, instructional designers and test designers, and others to ensure that lear

43、ning, education, and training environments satisfy learners and organizations competency needs. ISO/IEC 20006-3 will provide definitions of several types of competency information aggregation, which will provide guidance for all stakeholders to better understand and support the development of intero

44、perable systems that will enable competency information exchange.vi ISO/IEC 2015 All rights reservedBS ISO/IEC 20006-2:2015Information technology for learning, education and training Information model for competency Part 2: Proficiency level information model1 Scope1.1 GeneralThis part of ISO/IEC 20

45、006 provides an information model for competency proficiency and its level. Moreover, it presents several use cases that can be used by software developers, implementers, and architects of human resources systems and learning systems. These use cases will support management and exchange of competenc

46、y information within information technology systems used for learning, education, and training.NOTE This International Standard is based on work completed in ISO/IEC TR 24763.This International Standard includes the following parts: ISO/IEC 20006-1, Information technology for learning, education and

47、 training Information model for competency Part 1: Competency general framework and information model ISO/IEC 20006-2, Information technology for learning, education and training Information model for competency Part 2: Proficiency level information model ISO/IEC 20006-3, Information technology for

48、learning, education and training Information model for competency Part 3: Guidelines for aggregations of competency information and dataThis part of ISO/IEC 20006 provides an information model used to express the semantics of competency proficiency and its level and can be used to support the manage

49、ment and exchange of competency information amongst information technology systems for learning, education, and training. This part of ISO/IEC 20006 provides information model for expressing semantics of competency proficiency and its levels, and use cases used to support the development of the competency proficiency level information model.ISO/IEC 200006-1 provides a framework, information model and use cases to support the management and exchange of competency information. ISO/IEC 20006-3 provides gu