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The capability approach (also referred to as the capabilities approach) is a normative approach to human welfare that concentrates on the actual capability of persons to achieve lives they value rather than solely having a right or freedom to do so. [1] It was conceived in the 1980s as an alternative approach to welfare economics. [2]
DOTMLPF (pronounced "Dot-MiL-P-F") is an acronym for doctrine, organization, training, materiel, leadership and education, personnel, and facilities.It is used by the United States Department of Defense [1] and was defined in the Joint Capabilities Integration Development System, or JCIDS Process as the framework to design what administrative changes and/or acquisition efforts would fill a ...
Educational assessment or educational evaluation [1] is the systematic process of documenting and using empirical data on the knowledge, skill, attitudes, ...
Competency-based learning or competency-based education is a framework for teaching and assessment of learning. It is also described as a type of education based on predetermined "competencies," which focuses on outcomes and real-world performance. [ 1 ]
In order to assess US capability to execute Joint Integrating Concepts there are three phases to capabilities-based assessment: a functional area analysis, a functional needs analysis, and a functional solutions analysis. The functional area analysis identifies operational tasks, conditions and standards needed to accomplish objectives.
The Capability Maturity Model was originally developed as a tool for objectively assessing the ability of government contractors' processes to implement a contracted software project. The model is based on the process maturity framework first described in IEEE Software [ 2 ] and, later, in the 1989 book Managing the Software Process by Watts ...
Capability Maturity Model Integration (CMMI) is a process level improvement training and appraisal program. Administered by the CMMI Institute , a subsidiary of ISACA , it was developed at Carnegie Mellon University (CMU).
Formative assessment provides feedback for remedial work and coaching, while summative assessment checks whether the competence has been achieved at the end of training. Assessment of combinations of skills and their foundational knowledge may provide greater efficiency, and in some cases competence in one skill my imply competence in other skills.