8. A bridge between student and adult competence assessments

Assessments of competencies of young people alone cannot preview the full picture of key competencies of adults. DeSeCo provides theoretical foundations for the development of a coherent long-term program for the assessment of key competencies that includes the whole population (OECD, 2002).

First, the identified key competencies, including reading literacy, mathematical competence, and ICT competence, are relevant throughout the life course in multiple domains (e.g. Murnane and Levy, 2001).

Second, the demands on individuals can be expected to change throughout their adult lives as a result of transformations in technology and social and economic structures (e.g. Haste, 2001). Although more research is needed to conceptualize the interrelationship between competence development and contextual changes, the discussion so far points to the importance of lifelong learning.

Third, developmental psychology (e.g. Kegan, 2001) shows that competence development does not end at adolescence but continues into adulthood. The competence level underlying key competencies (i.e. reflectivity) that would equip individuals to enact successfully the competencies considered necessary for adults in today's societies develop only gradually throughout adulthood. The competence level required by many social and economic demands is reached when, for instance, adults can think for themselves, make their own judgments, and thus act in a reflective and responsible manner.

This understanding has important implications for both education and assessment. The underlying evolutionary model of human development provides a theoretical foundation for the purpose of adult education. Furthermore, it provides a compelling rationale for the importance to assess the competencies of individuals throughout life, and thus to design a coherent overall assessment strategy that spans youth and adults, as already outlined in DeSeCo's Strategy Paper (OECD, 2002).

DeSeCo's overarching frame of reference sets a conceptual context for international assessments such as PISA, IALS, and ALL, and can serves as a bridge between those involved in school-based assessment of key competencies and those assessing key competencies in adults.