diff --git a/.markdownlint-cli2.yaml b/.markdownlint-cli2.yaml index 40238ba..f886ee2 100644 --- a/.markdownlint-cli2.yaml +++ b/.markdownlint-cli2.yaml @@ -8,6 +8,7 @@ config: html: allowed_elements: - div + - img # Globs globs: @@ -17,6 +18,7 @@ globs: # Ignores ignores: - "*.svg" + - "_site/*" # Fix any fixable errors fix: true diff --git a/README.md b/README.md index d635ae3..3529d1d 100644 --- a/README.md +++ b/README.md @@ -58,9 +58,9 @@ feedback to the [GitHub issue to track suggestions](https://github.com/RSEToolki ##### Defining the skill levels -We have a [working document on skill -levels](https://docs.google.com/document/d/1syrY4gyaAcNuONK0ANUiHgHcbJ3P9RoqSjy57AjUsuM/edit#heading=h.nlkwx70wrmf). Please -add feedback as comments in that document. +We have a [draft document on skill +levels](./skill-levels.md) and a [GitHub issue to track +suggestions](https://github.com/RSEToolkit/rse-competencies-toolkit/issues/62). #### Developing the website diff --git a/images/.gitkeep b/images/.gitkeep new file mode 100644 index 0000000..e69de29 diff --git a/images/blooms-taxonomy.png b/images/blooms-taxonomy.png new file mode 100644 index 0000000..8b2c26d Binary files /dev/null and b/images/blooms-taxonomy.png differ diff --git a/images/skill-levels.png b/images/skill-levels.png new file mode 100644 index 0000000..b5f2b2f Binary files /dev/null and b/images/skill-levels.png differ diff --git a/skill-levels.md b/skill-levels.md new file mode 100644 index 0000000..71f5d10 --- /dev/null +++ b/skill-levels.md @@ -0,0 +1,104 @@ +# RSE Competencies Toolkit - Skill Levels Definition + +References & inspiration from: + +* [Bloom’s for Computing: Enhancing Bloom's Revised Taxonomy with Verbs for Computing Disciplines](https://ccecc.acm.org/files/publications/Blooms-for-Computing-20230807.pdf) +* [Study.com: What is Bloom's Taxonomy?](https://study.com/learn/lesson/blooms-taxonomy-uses-levels-examples.html) +* [SFIA (Skills Framework for the Information Age) guiding principles](https://sfia-online.org/en/about-sfia/sfia-guiding-principles) +and [SFIA overview](https://sfia-online.org/en/about-sfia/sfia-overview-for-new-users-211014.pdf) + +## Introduction + +This document describes a competency scale as a tool to help measure/describe RSEs ability to demonstrate a particular +skill or competency (i.e. an individual’s competency level for a particular skill). It can serve as a guide to +understanding the expected proficiency at each level (i.e. the expected proficiency of top performers at each level and +what an individual is expected to be able to do/aim for at the top of a level). It can be used by an individual to +compare, e.g., their current level of proficiency to that of individuals at the level above or top performers at the same +level. In addition, when combined with the RSE Competencies framework, this should be a useful tool for curriculum design +and planning professional development. + +The scale has been heavily inspired by the [NIH Competencies ProficiencyScale](https://hr.nih.gov/working-nih/competencies/competencies-proficiency-scale). +In addition, we tried to (roughly) map each of the levels to the six main categories, or hierarchical levels, +of [Bloom's Taxonomy](https://en.wikipedia.org/wiki/Bloom's_taxonomy) (recap included below), which describe learning objectives +an individual is aiming to achieve at each level: + +1. Remembering/Knowledge +2. Understanding/Comprehension +3. Application +4. Analysing +5. Evaluation +6. Creating/Synthesis + +Six categories of Bloom's taxomomy of learning objectives including:
+remembering, understanding, application, analysing, evaluation, creating + +[Bloom’s taxonomy as revised by Lorin Anderson in 1990](https://study.com/learn/lesson/blooms-taxonomy-uses-levels-examples.html) +(Image credit [Center for Teaching Vanderbilt University @Flickr](https://www.flickr.com/photos/vandycft/29428436431), +licence CC BY 2.0) + +Mapping to Bloom’s taxonomy should be used to aid the design and development of curricula and defining learning objectives +at each skill/competency level as learners advance through the process of learning, from the fundamental stages of +remembering and understanding to the more complex stages of evaluating and creating. + +## RSE Competency Scale + +We propose the following 5-level competency scale, and the related mapping from a competency level to a category in +Bloom’s taxonomy. Each level is described in terms of what **tasks** people at each level are already capable of +performing and what the main **focus** of people at that level is. While most people at each level will be practising +skills across several (adjacent) categories of Bloom’s taxonomy, the focus in this case can be interpreted as what skills +people at that level will spend most time and energy developing and practising. + +5 skill levels mapped to six categories of Bloom's taxomomy, with skill level 1
+mapped to remembering, level 2 to understanding, level 3 to applying, and level 4 and 5 jointly mapped to analysing,
+eveluation and creating + +A mapping from competency levels to Bloom’s taxonomy + +**Level 0** - None or N/A + +* You do not possess this competency or are not required to apply or demonstrate this competency (this competency is not +applicable +* to your position). + +**Level 1** - Fundamental awareness (basic knowledge) + +* You have a common knowledge or an understanding of basic techniques and concepts. +* Focus is on learning and **remembering**. + +**Level 2** - Novice (limited experience) + +* You have the level of experience gained in a classroom or as a trainee on-the-job. You are expected to need help when +performing this competency. +* You understand and can discuss terminology, concepts, principles and issues related to this competency; you can use the +full range of reference and resource materials in this skill. +* Focus is on **understanding**and developing through on-the-job experience. + +**Level 3** - Intermediate prctitioner (practical application) + +* You are able to successfully complete tasks in this competency as requested. Help from an advanced practitioner/expert +may be required from time to time, but you can usually perform the competency independently. +* You have applied this competency to situations occasionally while needing minimal guidance to perform tasks successfully. +* You understand and can discuss the application and implications of changes to processes and policies in this area. +* Focus is on **applying** well known algorithms, paradigms and solutions to the job at hand and enhancing knowledge or skill. + +**Level 4** - Advanced practitioner (applied theory) + +* You can perform the actions associated with this skill without assistance. You are certainly recognized within your +immediate group/organisation as "a person to ask" when difficult questions arise regarding this skill. +* You have consistently provided practical/relevant ideas and perspectives on process or practice improvements which may +easily be implemented. +* You are capable of mentoring others in the application of this competency by translating complex nuances relating to +this competency into easy to understand terms. +* You participate in the development of reference and resource materials in this competency. +* Focus is on designing or architecting new solutions - **analysing, evaluating** and **creating/synthesis**. + +**Level 5** - Expert (recognized authority) + +* You can provide guidance, troubleshoot and answer questions related to this area of expertise and the field where the +skill is used. +* You have demonstrated consistent excellence in applying this competency across multiple projects and/or organisations. +* You are being recognised inside and outside your organisation as an authority in the area of the competency. +* You create new applications for and/or lead the development of reference and resource materials for this competency. +* You are able to explain the relevant process elements and issues in sufficient detail during discussions and presentations, +to foster a greater understanding among internal and external colleagues and collaborators. +* Focus is on **strategy** in the area of competency and shaping organisational and (inter)national policies.