1、BSI Standards Publication BS ISO/IEC 20006-2:2015 Information technology for learning, education and training Information model for competency Part 2: Proficiency level information modelBS ISO/IEC 20006-2:2015 BRITISH STANDARD National foreword This British Standard is the UK implementation of ISO/I
2、EC 20006-2:2015. The UK committee regards the interoperable representation, attribution and aggregation of information about learner competency as an important goal, on which the development of much data-driven educational technology depends. They believe that the difficulty in creating such standar
3、ds lies not in the complexity of the specifications themselves, but in the need to achieve agreement in principle over how competency in- formation should be interpreted, and therefore represented. In the committees opinion, it is not clear that ISO/IEC 20006 helps significantly towards such agreeme
4、nt. ISO/IEC 20006 has been developed by a limited number of experts from 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 i
5、s unclear and inconsistent. A practical exercise requested by them showed there were widely differing understandings of how the specification might be implemented, even within the working group responsible for its development. Much experience with using competency information has been acquired in th
6、e HR profession, where the expression of competencies is often binary (competent v. not yet competent) and relative to a particular job role. The committee believes that education also requires metrics that allow ranking, which may be demonstrated in a wide variety of different contexts. They believ
7、e that there are important and still unresolved questions about how competency attributions should be evidenced, how their reliability can be demonstrated, how consistent meaning can be supported, and how the relationships between different competency representations can be mapped. They believe that
8、 confident answers to these questions can only come from extensive piloting, and until this happens, they believe that the production of an international standard in this area is premature. The committee believes that there are other public specifications available that offer more potential for supp
9、orting successful pilots than ISO/IEC 20006. The UK participation in its preparation was entrusted to Technical Committee IST/43, Information technology for learning, education and training. A list of organizations represented on this committee can be obtained on request to its secretary. This publi
10、cation does not purport to include all the necessary provisions of a contract. Users are responsible for its correct application. The British Standards Institution 2015. Published by BSI Standards Limited 2015 ISBN 978 0 580 73341 3 ICS 03.100.30; 35.240.99BS ISO/IEC 20006-2:2015 BRITISH STANDARD Am
11、endments/corrigenda issued since publication Date Text affected Compliance 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
12、, education and training Information model for competency Part 2: Proficiency level information model Technologies de linformation pour lapprentissage, lducation et la formation Modle dinformation pour les comptences Partie 2: Modle dinformation des niveaux de comptence INTERNATIONAL STANDARD ISO/IE
13、C 20006-2 Reference number ISO/IEC 20006-2:2015(E) First edition 2015-03-15 ISO/IEC 2015 BS ISO/IEC 20006-2:2015ii ISO/IEC 2015 All rights reserved COPYRIGHT PROTECTED DOCUMENT ISO/IEC 2015 All rights reserved. Unless otherwise specified, no part of this publication may be reproduced or utilized oth
14、erwise in any form or by any means, electronic or mechanical, including 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 offic
15、e Case postale 56 CH-1211 Geneva 20 Tel. + 41 22 749 01 11 Fax + 41 22 749 09 47 E-mail copyrightiso.org Web www.iso.org Published in Switzerland ISO/IEC 20006-2:2015(E)BS ISO/IEC 20006-2:2015ISO/IEC 20006-2:2015(E)Foreword iv Introduction v 1 Scope . 1 1.1 General . 1 1.2 Exclusions 1 1.3 Areas not
16、 addressed . 2 2 Conformance . 2 3 Normative references 2 4 Terms and definitions . 2 5 Symbols (and abbreviated terms) 3 6 Relationship between proficiency and competency 4 7 Proficiency level information model . 5 7.1 Proficiency composition model 6 7.1.1 proficiencySequence. 8 7.1.2 proficiencyLi
17、st . 9 7.2 Proficiency information model . 9 7.2.1 proficiencyMetrics .10 7.2.2 levelNumber .11 7.2.3 levelSequence 11 7.2.4 dimensionNumber 12 7.2.5 dimension .12 7.3 Level information model .13 7.3.1 levelMetrics .14 7.3.2 proficiencyInformation .15 7.3.3 levelPosition .15 7.3.4 levelDimensionNumb
18、er 16 7.3.5 levelDimension .17 7.3.6 levelCriteria .18 Annex A (informative) Application to the European Qualifications Framework (EQF) .20 Annex B (informative) Application to Japanese National Skills Standard (ITSS) 24 Bibliography .29 ISO/IEC 2015 All rights reserved iii Contents PageBS ISO/IEC 2
19、0006-2:2015ISO/IEC 20006-2:2015(E) Foreword ISO (the International Organization for Standardization) 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 Int
20、ernational Standards through technical committees established by the respective organization to deal 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 liais
21、on with ISO and IEC, also take part in the work. In the field of information technology, ISO and IEC 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
22、1. In particular the different approval criteria needed for the different types of document should be 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 element
23、s of this document may be the subject of patent rights. ISO and IEC shall not be held responsible for 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 re
24、ceived (see www.iso.org/patents). Any trade name used in this document is information given for the convenience 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
25、 adherence to the WTO principles in the Technical Barriers to Trade (TBT), see the following URL: Foreword 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.
26、ISO/IEC 20006 consists of the following parts, under the general title Information technology for learning, education and training Information model for competency: Part 1: Competency general framework and information model Part 2: Proficiency level information model The following parts are under pr
27、eparation: Part 3: Guidelines for the aggregation of competency information and dataiv ISO/IEC 2015 All rights reservedBS ISO/IEC 20006-2:2015ISO/IEC 20006-2:2015(E) Introduction From the late 1990s, some industrial and academic organizations have developed information technology standards in the sk
28、ills and competency domain, such as human resources, on a global level to address the interoperability requirements and environment complexities of management and sharing of competency information amongst different organizations. Some examples include work spearheaded by the following organizations:
29、 the IMS Global Learning Consortium Inc., HR-XML Consortium, IEEE- LTSC, OMG, CEN TC353, HRMLs, and also ISO/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
30、 be encountered are provided in examples below. 1 Example 1: Technical Competency and associated information 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 informati
31、on is not easily used in human development activities, because skills and competency information may be detailed or expressed differently in various ITLET systems (e.g. learning management, HR, national occupational classification, and other related systems). Example 3: Information exchange Skills a
32、nd competency proficiency information, such as individual status or degrees acquired, cannot be shared easily amongst different ITLET systems (e.g. HR, learning management, national occupational classification, and other related systems). Example 4: Individual learner Individual developmental learni
33、ng, education, and training paths cannot easily migrate or be exchanged amongst ITLET systems. Example 5: Systems perspective (where systems include individuals, organizations, and the technologies that support them) Individuals and organizations cannot easily design and integrate informal and forma
34、l learning, education, and training opportunities to support life goals, career strategies, and career paths using 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
35、 to whether learning, education, and training information needs are being met in order to analyse lifelong learning, 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
36、(e.g. acknowledgement and consideration are needed regarding evaluation biases in human assessment, the use of varying 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 involve
37、d. Example 8: Overarching goals and outcomes Human assessment and support for the development of human potential requires ITLET systems that provide a more flexible, holistic integration, and exchange of competency and associated information beyond individual learning opportunities, everyday operati
38、on, and work performance. Currently, organizations, such as schools, universities, institutes, and companies, use different 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 o
39、rganizations can rely on in-house developers, others such as ITLET vendors or suppliers, or a combination of both to 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 huma
40、n resources (HR) information systems, need to be interoperable to allow for communication between organizations, their 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 pr
41、oficiency information, and a way to aggregate competency information. ISO/IEC 20006-1 International Standard will provide a general framework and information model to manage and exchange information about knowledge, skills, ability, attitude, and educational objectives. Especially, this part ISO/IEC
42、 20006 will focus on extending the concepts contained within ISO/IEC 2015 All rights reserved vBS ISO/IEC 20006-2:2015ISO/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 u
43、sed by software developers and implementers, instructional designers and test designers, and others to ensure that learning, education, and training environments satisfy learners and organizations competency needs. ISO/IEC 20006-3 will provide definitions of several types of competency information a
44、ggregation, which will provide guidance for all stakeholders to better understand and support the development of interoperable systems that will enable competency information exchange.vi ISO/IEC 2015 All rights reservedBS ISO/IEC 20006-2:2015Information technology for learning, education and trainin
45、g Information model for competency Part 2: Proficiency level information model 1 Scope 1.1 General This part of ISO/IEC 20006 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 arc
46、hitects of human resources systems and learning systems. These use cases will support management and exchange of competency 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. T
47、his International Standard includes the following parts: ISO/IEC 20006-1, Information technology for learning, education and training Information model for competency Part 1: Competency general framework and information model ISO/IEC 20006-2, Information technology for learning, education and traini
48、ng Information model for competency Part 2: Proficiency level information model ISO/IEC 20006-3, Information technology for learning, education and training Information model for competency Part 3: Guidelines for aggregations of competency information and data This part of ISO/IEC 20006 provides an
49、information model used to express the semantics of competency proficiency and its level and can be used to support the management 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 inf
