From c8e889eb8b2457727cf5d2b312a27cb3f689706b Mon Sep 17 00:00:00 2001 From: Aleksandra Nenadic Date: Thu, 19 Oct 2023 22:04:58 +0100 Subject: [PATCH 01/20] Draft of skill levels definition --- skill-levels.md | 85 +++++++++++++++++++++++++++++++++++++++++++++++++ 1 file changed, 85 insertions(+) create mode 100644 skill-levels.md diff --git a/skill-levels.md b/skill-levels.md new file mode 100644 index 0000000..4d60993 --- /dev/null +++ b/skill-levels.md @@ -0,0 +1,85 @@ +## RSE Competencies Toolkit - Skill Levels Definition + +References & inspiration from: + + +* [NIH Competencies Proficiency Scale](https://hr.nih.gov/working-nih/competencies/competencies-proficiency-scale) +* [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) +* [https://study.com/learn/lesson/blooms-taxonomy-uses-levels-examples.html](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 Proficiency Scale](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](images/blooms-taxonomy.png) + +[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. + +![drawing](images/skill-levels-with-blooms-taxonomy-mapping.png) + +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 practitioner (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. From f09dc70f93904fdf87eaaaf0be501f8c76f6b6bf Mon Sep 17 00:00:00 2001 From: "pre-commit-ci[bot]" <66853113+pre-commit-ci[bot]@users.noreply.github.com> Date: Thu, 19 Oct 2023 21:05:14 +0000 Subject: [PATCH 02/20] [pre-commit.ci] Fixing issues with pre-commit --- skill-levels.md | 34 +++++++++++++++------------------- 1 file changed, 15 insertions(+), 19 deletions(-) diff --git a/skill-levels.md b/skill-levels.md index 4d60993..62ecbb2 100644 --- a/skill-levels.md +++ b/skill-levels.md @@ -2,25 +2,21 @@ References & inspiration from: - -* [NIH Competencies Proficiency Scale](https://hr.nih.gov/working-nih/competencies/competencies-proficiency-scale) * [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) -* [https://study.com/learn/lesson/blooms-taxonomy-uses-levels-examples.html](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) - +* [https://study.com/learn/lesson/blooms-taxonomy-uses-levels-examples.html](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 overviw](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 Proficiency Scale](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 +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 t +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 @@ -58,9 +54,9 @@ A mapping from competency levels to Bloom’s taxonomy * 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. +* Focus is on **understanding**and developing through on-the-job experience. -**Level 3** - Intermediate practitioner (practical application) +**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. @@ -73,7 +69,7 @@ A mapping from competency levels to Bloom’s taxonomy * 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**. +* Focus is on designing or architecting new solutions - **analysing, evaluating** and**creating/synthesis**. **Level 5** - Expert (recognized authority) From 205a3fa84af813d3b1773ab0f930fd8068128ae6 Mon Sep 17 00:00:00 2001 From: Aleksandra Nenadic Date: Thu, 19 Oct 2023 22:05:55 +0100 Subject: [PATCH 03/20] Create .gitkeep --- images/.gitkeep | 1 + 1 file changed, 1 insertion(+) create mode 100644 images/.gitkeep diff --git a/images/.gitkeep b/images/.gitkeep new file mode 100644 index 0000000..8b13789 --- /dev/null +++ b/images/.gitkeep @@ -0,0 +1 @@ + From 79eb05ecfd352c73ed5b21ede8b20df70da4f0b3 Mon Sep 17 00:00:00 2001 From: "pre-commit-ci[bot]" <66853113+pre-commit-ci[bot]@users.noreply.github.com> Date: Thu, 19 Oct 2023 21:06:02 +0000 Subject: [PATCH 04/20] [pre-commit.ci] Fixing issues with pre-commit --- images/.gitkeep | 1 - skill-levels.md | 2 ++ 2 files changed, 2 insertions(+), 1 deletion(-) diff --git a/images/.gitkeep b/images/.gitkeep index 8b13789..e69de29 100644 --- a/images/.gitkeep +++ b/images/.gitkeep @@ -1 +0,0 @@ - diff --git a/skill-levels.md b/skill-levels.md index 62ecbb2..c2a8a9c 100644 --- a/skill-levels.md +++ b/skill-levels.md @@ -7,6 +7,8 @@ References & inspiration from: * [SFIA (Skills Framework for the Information Age) guiding principles](https://sfia-online.org/en/about-sfia/sfia-guiding-principles) and [SFIA overviw](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). 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a/skill-levels.md b/skill-levels.md index c2a8a9c..c2151fd 100644 --- a/skill-levels.md +++ b/skill-levels.md @@ -8,8 +8,6 @@ References & inspiration from: ### 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). 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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. -![drawing](images/skill-levels-with-blooms-taxonomy-mapping.png) +![drawing](images/skill-levels.png) A mapping from competency levels to Bloom’s taxonomy From 85318f09ecfde2cbe15550f2663113bc0e3a3141 Mon Sep 17 00:00:00 2001 From: Aleksandra Nenadic Date: Thu, 19 Oct 2023 22:14:14 +0100 Subject: [PATCH 09/20] Fixed image width --- skill-levels.md | 8 ++++---- 1 file changed, 4 insertions(+), 4 deletions(-) diff --git a/skill-levels.md b/skill-levels.md index 70b1808..d7bffc1 100644 --- a/skill-levels.md +++ b/skill-levels.md @@ -26,10 +26,10 @@ an individual is aiming to achieve at each level: 5. Evaluation 6. Creating/Synthesis -![Six categories of Bloom's taxomomy of learning objectives including: remembering, understanding, application, analysing, evaluation, creating](images/blooms-taxonomy.png) +![Six categories of Bloom's taxomomy of learning objectives including: remembering, understanding, application, analysing, evaluation, creating](images/blooms-taxonomy.png){ width: 800px; } -[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) +

[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. @@ -37,7 +37,7 @@ Mapping to Bloom’s taxonomy should be used to aid the design and development o 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. -![drawing](images/skill-levels.png) +![drawing](images/skill-levels.png){ width: 800px; } A mapping from competency levels to Bloom’s taxonomy From cdacf35754239bad4d6b3463aecae4915676d25d Mon Sep 17 00:00:00 2001 From: Aleksandra Nenadic Date: Thu, 19 Oct 2023 22:15:11 +0100 Subject: [PATCH 10/20] Removed image width as it does not render nicely in GH Probably needs full HTML image tag --- skill-levels.md | 4 ++-- 1 file changed, 2 insertions(+), 2 deletions(-) diff --git a/skill-levels.md b/skill-levels.md index d7bffc1..6be1898 100644 --- a/skill-levels.md +++ b/skill-levels.md @@ -26,7 +26,7 @@ an individual is aiming to achieve at each level: 5. Evaluation 6. Creating/Synthesis -![Six categories of Bloom's taxomomy of learning objectives including: remembering, understanding, application, analysing, evaluation, creating](images/blooms-taxonomy.png){ width: 800px; } +![Six categories of Bloom's taxomomy of learning objectives including: remembering, understanding, application, analysing, evaluation, creating](images/blooms-taxonomy.png)

[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)

@@ -37,7 +37,7 @@ Mapping to Bloom’s taxonomy should be used to aid the design and development o 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. -![drawing](images/skill-levels.png){ width: 800px; } +![drawing](images/skill-levels.png) A mapping from competency levels to Bloom’s taxonomy From faf8f50718b97d40644639d1a9054cd8749757c3 Mon Sep 17 00:00:00 2001 From: Aleksandra Nenadic Date: Thu, 19 Oct 2023 22:16:51 +0100 Subject: [PATCH 11/20] Fixed a link --- skill-levels.md | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/skill-levels.md b/skill-levels.md index 6be1898..be03b9d 100644 --- a/skill-levels.md +++ b/skill-levels.md @@ -3,7 +3,7 @@ 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) -* [https://study.com/learn/lesson/blooms-taxonomy-uses-levels-examples.html](https://study.com/learn/lesson/blooms-taxonomy-uses-levels-examples.html) +* [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 overviw](https://sfia-online.org/en/about-sfia/sfia-overview-for-new-users-211014.pdf) ### Introduction From a331c3d164aecc323cf055287e2e3c47a5205d12 Mon Sep 17 00:00:00 2001 From: Aleksandra Nenadic Date: Thu, 19 Oct 2023 22:17:11 +0100 Subject: [PATCH 12/20] Typo fix --- skill-levels.md | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/skill-levels.md b/skill-levels.md index be03b9d..399bcab 100644 --- a/skill-levels.md +++ b/skill-levels.md @@ -4,7 +4,7 @@ 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 overviw](https://sfia-online.org/en/about-sfia/sfia-overview-for-new-users-211014.pdf) +* [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 From 0f4098f56029fcaac51ba6d2be3a306e3b0c1160 Mon Sep 17 00:00:00 2001 From: Aleksandra Nenadic Date: Thu, 19 Oct 2023 22:19:01 +0100 Subject: [PATCH 13/20] Formatting fixes. Added some missing text. --- skill-levels.md | 31 ++++++++++++++++++------------- 1 file changed, 18 insertions(+), 13 deletions(-) diff --git a/skill-levels.md b/skill-levels.md index 399bcab..6c68e01 100644 --- a/skill-levels.md +++ b/skill-levels.md @@ -8,11 +8,7 @@ References & inspiration from: ### Introduction -(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 t -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. +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, @@ -31,11 +27,14 @@ an individual is aiming to achieve at each level:

[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. +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. +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. ![drawing](images/skill-levels.png) @@ -43,7 +42,8 @@ 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). +* 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) @@ -53,12 +53,14 @@ A mapping from competency levels to Bloom’s taxonomy **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. +* 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 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. @@ -66,8 +68,10 @@ A mapping from competency levels to Bloom’s taxonomy **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 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**. @@ -77,5 +81,6 @@ A mapping from competency levels to Bloom’s taxonomy * 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. +* 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. From 1591ea5f9a03e389fc3cc71a7325fa8f70ed4fec Mon Sep 17 00:00:00 2001 From: "pre-commit-ci[bot]" <66853113+pre-commit-ci[bot]@users.noreply.github.com> Date: Thu, 19 Oct 2023 21:19:09 +0000 Subject: [PATCH 14/20] [pre-commit.ci] Fixing issues with pre-commit --- skill-levels.md | 8 ++++---- 1 file changed, 4 insertions(+), 4 deletions(-) diff --git a/skill-levels.md b/skill-levels.md index 6c68e01..32dc024 100644 --- a/skill-levels.md +++ b/skill-levels.md @@ -8,7 +8,7 @@ References & inspiration from: ### 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. +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, @@ -27,13 +27,13 @@ an individual is aiming to achieve at each level:

[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 +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** +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. ![drawing](images/skill-levels.png) From 777022cd7a68d75918dc5a833f17a88cca864de7 Mon Sep 17 00:00:00 2001 From: Aleksandra Nenadic Date: Thu, 19 Oct 2023 22:19:33 +0100 Subject: [PATCH 15/20] typo fix --- skill-levels.md | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/skill-levels.md b/skill-levels.md index 32dc024..c5c751e 100644 --- a/skill-levels.md +++ b/skill-levels.md @@ -73,7 +73,7 @@ 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**. +* Focus is on designing or architecting new solutions - **analysing, evaluating** and **creating/synthesis**. **Level 5** - Expert (recognized authority) From 6a36a36d88848fd8c5451c669641b0c255fd1faa Mon Sep 17 00:00:00 2001 From: Aleksandra Nenadic Date: Fri, 20 Oct 2023 01:37:22 +0100 Subject: [PATCH 16/20] Resized images and added better alt text --- skill-levels.md | 8 ++++---- 1 file changed, 4 insertions(+), 4 deletions(-) diff --git a/skill-levels.md b/skill-levels.md index c5c751e..abdc817 100644 --- a/skill-levels.md +++ b/skill-levels.md @@ -22,10 +22,10 @@ an individual is aiming to achieve at each level: 5. Evaluation 6. Creating/Synthesis -![Six categories of Bloom's taxomomy of learning objectives including: remembering, understanding, application, analysing, evaluation, creating](images/blooms-taxonomy.png) +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)

+[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. @@ -36,7 +36,7 @@ We propose the following 5-level competency scale, and the related mapping from 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. -![drawing](images/skill-levels.png) +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 From d7f7d6a46d43bad82c90c96a760dffe3049307b8 Mon Sep 17 00:00:00 2001 From: Aleksandra Nenadic Date: Fri, 20 Oct 2023 14:10:09 +0100 Subject: [PATCH 17/20] Fixed heading levels as some checks were failing --- skill-levels.md | 6 +++--- 1 file changed, 3 insertions(+), 3 deletions(-) diff --git a/skill-levels.md b/skill-levels.md index abdc817..2ec01c5 100644 --- a/skill-levels.md +++ b/skill-levels.md @@ -1,4 +1,4 @@ -## RSE Competencies Toolkit - Skill Levels Definition +# RSE Competencies Toolkit - Skill Levels Definition References & inspiration from: @@ -6,7 +6,7 @@ References & inspiration from: * [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 +## 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. @@ -30,7 +30,7 @@ an individual is aiming to achieve at each level: 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 +## 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** From 7c17821ecdf1e62b78f246d08a36e044da5071cd Mon Sep 17 00:00:00 2001 From: Dave Horsfall Date: Mon, 23 Oct 2023 20:20:09 +0100 Subject: [PATCH 18/20] empty-commit From 29a8640a761e33585c17dcdaacfd1fbe5160dc46 Mon Sep 17 00:00:00 2001 From: Dave Horsfall Date: Mon, 23 Oct 2023 20:36:32 +0100 Subject: [PATCH 19/20] dummy-commit --- .markdownlint-cli2.yaml | 2 ++ skill-levels.md | 60 ++++++++++++++++++++++++++--------------- 2 files changed, 41 insertions(+), 21 deletions(-) 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/skill-levels.md b/skill-levels.md index 2ec01c5..71f5d10 100644 --- a/skill-levels.md +++ b/skill-levels.md @@ -4,11 +4,18 @@ 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) +* [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. +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, @@ -22,27 +29,35 @@ an individual is aiming to achieve at each level: 5. Evaluation 6. Creating/Synthesis -Six categories of Bloom's taxomomy of learning objectives including: remembering, understanding, application, analysing, evaluation, creating +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) +[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. +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. +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 +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 +* 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) @@ -52,24 +67,26 @@ A mapping from competency levels to Bloom’s taxonomy **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. +* 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 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 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. @@ -77,7 +94,8 @@ this competency into easy to understand terms. **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 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. From 02dc7c1d86bdbb448017df455f7b25968e88061d Mon Sep 17 00:00:00 2001 From: Aleksandra Nenadic Date: Tue, 24 Oct 2023 15:02:50 +0100 Subject: [PATCH 20/20] Added a link to draft skill levels --- README.md | 6 +++--- 1 file changed, 3 insertions(+), 3 deletions(-) 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