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Modelling and Measuring Vocational Competences in the Commercial Domain (CoBALIT)

Resource Type
Dataset : survey data, achievement test
  • Winther, Esther
  • Seeber, Susan
  • Weber, Susanne
  • Bley, Sandra
  • Festner, Dagmar
  • Kreuzer, Christine
  • Rudeloff, Michelle
  • Sangmeister, Julia
  • Wiethe-Körprich, Michaela
  • Deutsches Institut für Erwachsenenbildung - Leibniz-Zentrum für Lebenslanges Lernen (DIE)
Other Title
  • CoBALIT - Competencies in the Field of Business and Administration, Learning, Instruction and Transition (Subtitle)
Publication Date
  • Forschungsdatenzentrum (FDZ) am Institut zur Qualitätsentwicklung im Bildungswesen (IQB) / Research Data Centre (FDZ) at the Institute for Educational Quality Improvement (IQB) (Distributor)
Free Keywords
Vocational Competency; Achievement Assessment; Commercial Vocational Training; Vocational Training; Industrial Management Merchants; Industrial Management Assistants; Industrial Clerks; Trainee; Working Process; Business Transaction; Learning Process; Instruction; Competence; Model; Testing Method; Item; Test Development; Modeling; Psychometrics; Test Validity; Computer Based Assessment; Technology-based Testing; Assessment; Transfer; Instrument; Merchant; Haulage Industry; Logistics; Enterprise; Planning; Implementation; Enterprise-aims; Comparison Survey; Germany
  • Abstract

    In the alliance-project “Modelling and Measuring Vocational Competences in the Commercial Domain (CoBALIT)” vocational and vocation related competences are being modelled and measured in selected national and international commercial vocational trainings. On the basis of empirical results and with recourse to social and institutional context factors, explanatory models are being designed in order to be able to make statements especially about vocational learning and instruction processes. The center of the partial projects are on the one hand the development of a technology based instrument which follows the principle “authentic assessments” as well as on the other hand the modelling and measuring of competences from a working and business process perspective. The scheme of the project is distributed among seven full working packages which can be interpreted as complex design and assessment models: (1) Analysis and specification of commercial business processes; (2) Building a validity foundation for recorded constructs in view of commercial business processes; (3) Development of tests and items as well as development of possible answering formats within the framework of the ALUISM-surroundings; (4) Pilot testing of the tests and adaptation of the test-items based on results; (5) Conducting the main study as well as in the aftermath (6) evaluation and processing of the results. While doing this several different psychometric models are being examined. (7) Alliance coordination (the regulation of the science-praxis-cooperation included). (…) The within the partial project “Competence Measurement From a Working and Business Process Perspective as well as Development of the ALUISM-test Surroundings” constructed and validated ALUISM-test surroundings can be used as Personal Learning Environment (PLE) as well as for processes of assessment and instructions. Aims of the partial project “Transfer of the Assessment Proceedings to Other Commercial Professions and Fields of Activity”: In connection with the modelling of professional contents for industrial management merchants it shall be examined whether and in in what way aims, contents and working action can be transferred from one professional working area (industrial management merchants) to another professional working area (e.g. forwarding merchants as well as businessmen / businesswomen EFZ). The within the alliance developed instruments are being adapted to other commercial professions ( forwarding merchants as well as businessmen / businesswomen EFZ). The work schedule includes curricular analysis and comparisons as well as test organization and implementation in Lower Saxony. On a limited scale test adaptations and pilot testing are required for the extended or new test components. The test analysis and evaluation comprise statistical modellings, particularly examination of appropriate testing models, item-analysis (e.g. DIPF-Analysis) as well as report and documentation of the test-items. (…) The partial project “transfer of the assessment proceedings to other commercial professions and fields of activity” commits itself to fully offer the instrument for further use via the client when the project term has finished. The partial project “Planning and Implementation of Projects (Intrapreneurship)” refers to the generation of innovative project ideas as well as to planning and implementation of enterprise-projects after weighing the advantages and disadvantages of the prevailing measures to be taken (Intrapreneurship) (e.g. range arrangement) as well as enterprise relevant strategies and aims. With it (1) typical situations and required competences have been identified and modelled with the help of workspace and literacy analysis, (2) authentic test-items have been model-driven and technology-based processed as well as (3) a corresponding competency and measuring model has been psychometric-assisted identified. (4) Within the framework of a pilot testing the theoretical model and the corresponding test-items were examined with the help of the identified statistical measuring-model. (5) Following an appropriate itempool-adaptation the main examination occurred. With it the test-fairness was determined inter alia through analysis with regard to individual and institutional conditions. After three promotion-years a theory-assisted, valid and reliable competency model for “Intrapreneurship” is available with focus on generation of ideas as well as planning and implementation of enterprise-projects, enterprise-strategies and enterprise-aims. The carefully developed data record, which provides information about the current state of professional competencies – in this context in particular the “Intrapreneur-competency” -, is forming the basis for further analysis: Including the context factors conditions of success to promote innovative thinking and action (in terms of Intrapreneur-competence) can be identified and out of this recommended courses of action for vocational praxis in schools and company can be developed. Additionally effects of general skills, e.g. mathemaics and reading, for construction and extension of Intapeneursip-competence can be visualized. At the same time clues result for further national and international comparison studies.

Temporal Coverage
  • 2014-02-13 / 2014-10-23
  • 2014-01-01 / 2015-05-01
Geographic Coverage
  • Baden-Wuerttemberg, Bavaria, Hesse, Lower Saxony, North Rhine-Westphalia, Rhineland-Palatinate, Thuringia
Sampled Universe

Partial Project "Competence Measurement From a Working and Business Process Perspective as well as Development of the ALUISM-test Surroundings": Industrial Clerk Trainees in Year 2 and 3 and Trainees for Haulage and Logistic Services in Year 2 and 3 (N=1664)

Partial Project "Transfer of the Assessment Proceedings to Other Commercial Professions and Fields of Activity": Industrial Clerk Trainees in Year 2 and 3; Trainees for Haulage and Logistic Services in Year 3 (N=916)

Partial Project "Planning and Implementation of Projects (Intrapreneurship)": Industrial Clerk Trainees in Year 2 and 3 and for Haulage and Logistic Services in Year 2 and 3 (N=932)


Non-probability Sample: Availability Sample

Time Dimension
  • Cross-section
  • Research Design: Observational Design
Collection Mode
  • Self-administered questionnaire: Paper
  • Educational measurements and tests
  • Measurements and Tests: Computer assisted test
application required:
CC0 1.0 Universal
Alternative Identifiers
  • 1 (Type: VerbundFDB)
  • Is supplemented by
    DOI: 10.5159/IQB_CosMed_MaK-adapt_v1
  • Is supplement to
    DOI: 10.5159/IQB_CosMed_VidSim_v1
  • Is supplemented by
    DOI: 10.5159/IQB_CosMed_VidSim_v1
  • Is supplement to
    DOI: 10.5159/IQB_TEMA_v1
  • Is supplemented by
    DOI: 10.5159/IQB_TEMA_v1
  • Is supplement to
    DOI: doi:10.5159/IQB_DomPL-IK_v1
  • Is supplemented by
    DOI: doi:10.5159/IQB_DomPL-IK_v1
  • Bley, S. und George A. C. (2017). Kognitive Diagnosemodelle zur Begleitung individualisierter Lehr- und Lernprozesse: Neue Möglichkeiten aus einem alternativen Ansatz? Zeitschrift für Berufs- und Wirtschaftspädagogik, 113(1), 56-85.

  • Bley, S. (2017). Developing and validating a technology-based diagnostic assessment using the evidence-centered game design approach – An example of intrapreneurship competence. Empirical Research in Vocational Education and Training, 9(6), 1-32.

    • ID: 10.1186/s40461-017-0049-0 (DOI)
  • Kreuzer, C., Weber, S., Bley, S., und Wiethe-Körprich, M. (2017). Measuring Intrapreneurship Competence as Manifestation of Work Agency in Different Educational Settings. In M. Goller und S. Paloniemi (Eds.) Agency at work - An agentic perspective on professional learning and development. Springer.

  • Seeber, S. und Rudeloff, M. (2017). Förderung von beruflichen Kompetenzen und deren Diagnostik. In E. Schlemmer, L. Kuld und A. Lange (Hrsg.), Jugend und Demografie – Chancen und Risiken für Berufswahl, Familien- und Lebensplanung (S. 172-187). Landsberg: Beltz/Juventa-Verlag.

  • Seeber, S. (2017). Economic competencies and situation specific commercial competencies: reflections on conceptualization and measurement. Journal of Citizenship, Social and Economic Education, 15(3), 162-182.

    • ID: 10.1177/2047173417695275 (DOI)
  • Wiethe-Körprich, M., Weber, S., Bley, S., und Kreuzer, C. (2017). Intrapreneurship Competence as a ‘Manifestation’ of Work Agency. Goller und S. Paloniemi (Eds.) Agency at work - An agentic perspective on professional learning and development. Springer.

  • Weber, S., Beck, K. und Köller, O. (2016). Potentiale in der beruflichen Bildung sichtbar machen. Unterrichtswissenschaft, 44(2), 106-113.

  • Weber, S., Draxler, C., Bley, S., Wiethe-Körprich, M., Weiß, C. und Gürer, C. (2016). Der Projektverbund CoBALIT - Intrapreneurship: Large Scale-Assessments in der kaufmännischen Berufsausbildung. In K. Beck, M. Landenberger und F. Oser (Hrsg.), Technologiebasierte Kompetenzmessung in der beruflichen Bildung – Resultate aus dem Forschungsprogramm ASCOT (S. 75-92). Bielefeld: Bertelsmann.

  • Weber, S., Wiethe-Körprich, M., Bley, S., Weiß, C., Draxler, C. und Gürer, C. (2016). Modellierung und Validierung eines Intrapreneurship-Kompetenz-Modells bei Industriekaufleuten. Unterrichtswissenschaft, 44(2), 149-168.

  • Weiß, C. und Weber, S. (2016). Opportunity Recognition as part of intrapreneurship competence – An analysis of exam essays of German industrial clerks. In S. Schumann, E. Wuttke, und J. Seifried (Eds.), Economic Competence and Financial Literacy of Young Adults: Status and Challenges, Research in Vocational Education, Series. Opladen und Farmington Hills: Barbara Budrich.

  • Winther, E., Festner, D., Sangmeister, J. und Klotz, V. (2016). Reference to a Person´s Competence Set – Economic Literacy and Numeracy as Key Elements of Professional Development. In E. Wuttke, J. Seifried und S. Schumann (Eds.). Competence and Financial Literacy of Young Adults in European Countries: Status and Challenges. Research in Vocational Education.

  • Winther, E., Seeber, S., Festner, D., Sangmeister, J. und Liedtke, M. (2016). Large Scale Assessments in der kaufmännischen Berufsbildung – Das Unternehmensassessment ALUSIM (CoBALIT). In K. Beck, M. Landenberger und F. Oser (Hrsg.), Technologiebasierte Kompetenzmessung in der beruflichen Bildung. Ergebnisse aus der BMBF-Förderinitiative ASCOT (Wirtschaft - Beruf - Ethik, S. 55-74). Bielefeld: W. Bertelsmann.

  • Bley, S., Wiethe-Körprich, M. und Weber, S. (2015). Formen kognitiver Belastung bei der Bewältigung technologiebasierter authentischer Testaufgaben – eine Validierungsstudie zur Abbildung von Intrapreneurship-Kompetenz. Zeitschrift für Berufs- und Wirtschaftspädagogik, 111(2), 268-294.

  • Helm, C., Bley, S., George, A. C. und Pocrnja, M. (2015). Potentiale kognitiver Diagnosemodelle für den berufsbildenden Unterricht. In: Stock, M., Schlögl, P., Schmid, K. und Moser, D. (Hrsg.): Kompetent – wofür? Life-Skills – Beruflichkeit – Persönlichkeitsbildung. (S. 206-224) Innsbruck: StudienVerlag.

  • Liedtke, M. und Seeber, S. (2015). Modellgeltungstests und Einflussfaktoren auf differentielle Itemfunktionen in einem computergestützten Assessment für kaufmännische Berufe. Zeitschrift für Berufs- und Wirtschaftspädagogik (S. 242-267). Stuttgart: Steiner Verlag.

  • Seeber, S., Schumann, S. und Eberle, F. (2015). Berufsübergreifende ökonomische und berufsspezifische Kompetenzen von kaufmännischen Auszubildenden. In A. Rausch, J.Warwas, J. Seifried und E. Wuttke (Hrsg.), Konzepte und Ergebnisse ausgewählter Forschungsfelder der beruflichen Bildung – Festschrift für Detlef Sembill (S. 37-57). Baltmannsweiler: Schneider Verlag Hohengehren.

  • Weber, S. Draxler, C., Bley, S., Wiethe-Körprich, M., Weiß, C. und Gürer, C. (2015) Modellierung und Messung beruflicher Kompetenz bei Industriekaufleuten für den Inhaltsbereich „Umsetzung von Unternehmensstrategien und Unternehmensprojekten - Intrapreneurship“. Unveröffentlichter Abschlussbericht im Rahmen der BMBF-finanzierten Forschungsinitiative ASCOT.

  • Weber, S. Wiethe-Körprich, M., Bley, S., Weiß, C. und Achtenhagen, F. (2015). Intrapreneurship-Verhalten an kaufmännischen Arbeitsplätzen – Analysen von Projektberichten. Empirische Pädagogik, 28(1), 84-105. (Sonderheft: Ökonomische Kompetenzen in Schule, Ausbildung und Hochschule).

  • Winther, E., Klotz, V. K. und Sangmeister, J. (2015). Kompetenzorientiertes Prüfen in der kaufmännischen Berufsbildung – Handlungsempfehlungen für die Prüfungspraxis und Entwicklungsperspektiven. Handreichung für das berufliche Prüfungswesen (

    • ID: (URL)
  • Trost, S. (2014). Intrapreneurship-Kompetenz und Intrapreneurship Education. Welche Potentiale liefert die Kompetenzmessung für die instruktionale Praxis? Berufsbildung. Zeitschrift für Praxis und Theorie in Betrieb und Schule (Sonderheft: Entrepreneurship Education), 68(147), 25-28.

  • Weber, S. Trost, S., Wiethe-Körprich, M. und Weiß, C. (2014). Forschungsergebnisse aus dem ASCOT-Projekt: Fakultätszeitung der Munich School of Management LMU München.

  • Weber, S. Trost, S., Wiethe-Körprich, M., Weiß, C. und Achtenhagen, F. (2014). Intrapreneur: An Entrepreneur Within a Company - An Approach on Modelling and Measuring Intrapreneurship Competence. In S. Weber, F.K. Oser, F. Achtenhagen, M. Fretschner und S. Trost (Eds.) Becoming on Entrepreneur (pp. 279-304). Rotterdam, Sense Publishers.

  • Winther, E. und Prenzel, M. (2014). Berufliche Kompetenz und Professionalisierung – Testverfahren und Ergebnisse im Spiegelbild ihrer Accountability. In: Zeitschrift für Erziehungswissenschaft (2014), 17 (1), 1-7.

  • Schumann, S., Eberle, F. und Oepke, M. (2013). Ökonomisches Wissen und Können am Ende der Sekundarstufe II: Effekte der Bildungsgang-, Klassen- und Geschlechtszugehörigkeit. In U. Faßhauer, B. Fürstenau und E. Wuttke(Hrsg.), Jahrbuch der berufs- und wirtschaftspädagogischen Forschung 2013 (S. 35-46). Opladen: Barbara Budrich.

    • ID: urn:nbn:de:0111-opus-80622 (URN)
  • Winther, E. und Achtenhagen, F. (2013). Kompetenzdiagnostik im kaufmännischen Bereich – ein Umsetzungsbeispiel. In Zeitschrift für Berufs- uns Wirtschaftspädagogik, Beiheft 26, 203-224.

  • Winther, E., Sangmeister, J. und Schade, A.K. (2013). Zusammenhänge zwischen allgemeinen und beruflichen Kompetenzen in der kaufmännischen Erstausbildung. In Zeitschrift für Berufs- und Wirtschaftspädagogik, Beiheft 26, 139-160.

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Update Metadata: 2020-03-11 | Issue Number: 12 | Registration Date: 2017-02-16

Winther, Esther; Seeber, Susan; Weber, Susanne; Bley, Sandra; Festner, Dagmar et. al. (2017): Modellierung und Messung beruflicher Kompetenzen in der kaufmännischen Domäne (CoBALIT). CoBALIT - Competencies in the Field of Business and Administration, Learning, Instruction and Transition. Version: 1. IQB – Institut zur Qualitätsentwicklung im Bildungswesen. Dataset.