Ordinance Amending The Ordinance On Special Study-Oriented Subjects, Etc. In Connection With Vocational Training (Group Test In Study-Oriented Courses At Construction Area)

Original Language Title: Bekendtgørelse om ændring af bekendtgørelse om særlige studierettede fag m.v. i forbindelse med erhvervsuddannelser(Gruppeprøve i studierettede fag på bygge- og anlægsområdet)

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Table of Contents
Appendix 1
Appendix 2

Publication of the amendment of the notice of special courses of study and so on for vocational training

(Group test in the courses of study in construction and construction)

§ 1

Notice no. 870 of 11. July 2011, on specific courses of study and so on for vocational training, the following changes shall be made :

1. Annex 1.II, Construction Technology, the text of Annex 1 shall be replaced by this notice.

2. Appendix 1.IV; Tekniksubject B-Construction and Energy, the text of Annex 2 to this notice.

3. I Annex 2.Ito Dansk B, unrevoked item 3.3., the Danish task :

" The Dancing Task is part of the student's examination of the student body.

Extract from the written test in the profession, the Danish task of the foreign censor shall be assessed, and the nature of the student body shall constitute an elementary examination character. '

§ 2

The announcement shall enter into force on 1. August 2012.

The Ministry of Children and Education, the 28th. June 2012

P.M.V.
Lars Mortensen

-Mads Bentzen


Appendix 1

' Annex 1.II

Construction Technology B-Special Student Corrected Study for Use for Eux-Progress, June 2012

1. Identity and purpose

1.1. Identity

Building technology is based on the relationship between technological solutions and social issues in particular in the construction and construction sector.

The Fame integrates ratings of the interplay between technology development and social development and analysis of technology. The trade is based on the analysis of social issues, with the development of products and the interaction between technology, knowledge, organisation and product, so technical and natural scientifically knowledge is combined with practical work in Workshop.

The Fame gives the student elements of a technological formation through an understanding of the interaction between technology and society, a critical sense and ability to solve practical / theoretical issues through problem-solving, and an understanding of how technological knowledge is produced through analysis and synthesis in an overall process.

The method of the field is problem-based learning in longer project flows. The Project Expiration means that

The eux-fore's individual subjects are used in a context where professional knowledge is combined in appropriate ways.

1.2. Objective

The Fame contributes to the purpose of the Eux-foremence by reinforcing students ' preconditions for higher education, especially in technology, technology and science.

The aim is for students to develop their understanding of theoretical knowledge as a tool for analysing the realities of realising reality and synthetically. The students gain insight into the interconnection of natural sciences, technology and social development so that they can take critical and reflective approach to technological development and social conditions.

The Fame offers knowledge and understanding of technology as a solution to problems, technology that creates problems and the need to involve stakeholders and stakeholders in technology development to take account of the social consequences of technology.

In relation to this, it is the aim of students being aware of different technologies that are used in industry, for the development of ideas and innovative and creative processes in the development of products.

The objective is also to ensure that students are given experience in the context of the relationship between nature scientific theory and practice in workshops and the background of the selection of manufacturing processes. The students must be able to incorporate and apply elements from other subjects in projects which at the same time support other subjects in training.

Finally, the objective is for students to have experience with problem-based learning in a longer project, including independent work, both individually and in cooperation with others, as well as study and working methods relevant to higher education.

2. Fact objectives and professional content

2.1. Fagable targets

The students must be able to :

-WHAT? to analyse and document a social problem and apply method of systematic product development for the development of a product contributing to the problem of the problem ;

-WHAT? carry out minor empirical studies which document a problem

-WHAT? use methods for the development of products for development ;

-WHAT? account for the cause and effect of the environmental effects and environmental considerations for the development of products ;

-WHAT? manufacture products containing tools and methods belonging to vocational training, and to assess and document the quality of the product ;

-WHAT? to apply and account of relevant scientific knowledge in a technological context and in the process of product development and manufacturing process ;

-WHAT? account for how technological knowledge is produced, including ideas and theories that are behind the development of technology, and for the interaction of technology with the surrounding society ;

-WHAT? working independently and in conjunction with others in larger problem-based project procedures and using the method of planning, implementing and evaluating the project flow ;

-WHAT? document and present project flows, written, orally and visually ;

-WHAT? disseminate knowledge convincingly and accurately in writing and verbal form.

2.2. Kernestof

The core material is as follows :

Technology and Environmental Assessment

-WHAT? technology, technology, knowledge, organisation and product ;

-WHAT? technological development such as linear and interactive development ;

-WHAT? technological assessment as an impact assessment, comprehensive assessment and constructive assessment ;

-WHAT? environmental assessment, assessment of the environmental impact of materials and products.

Product Development

-WHAT? methods for ideas development and innovation ;

-WHAT? systematic product development with phasers, needs examination, product principle, product design, and production preparation ;

-WHAT? the form and function of designing selected products ;

-WHAT? types of production, single-sheet, series and mass production.

Project Work Form

-WHAT? problem formulation

-WHAT? problem analysis and documentation of the issue of the collection, selection and processing of information ;

-WHAT? qualitative and quantitative methods for the collection of information ;

-WHAT? project planning

-WHAT? cooperation relationships between pupils, between pupils and valedis and between pupils and external partners.

Documentation and Presentation

-WHAT? the establishment of a technical report,

-WHAT? visual tools for presentation of a project

-WHAT? in writing and oral dissemination,

-WHAT? the use and indication of sources.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance is deepening and perspectives in perspective, and in the context of projects, new issues may be included. Parts of the supplementary matter shall be obtained from the vocational training studies. Supplementary material will be the material associated with the selected problem and the selected product. The additional substance and the nuclear material must put together the students in a position to achieve the professional objectives.

3. Organisation of the Organisation

3.1. Didatical principles

The education form in the profession is problem-based learning in a longer project, where the pupils will cooperate as much as possible in groups.

The run is being planned along with baseline technology C, so that there are progression in the project flow from projects with a given problem-setting to problem-oriented projects which are based on a social issue. The group work is organised in such a way as to focus on knowledge-sharing between the students of the group and on students ' cooperation on the production of new knowledge in the context of the individual project. The emphasis is given to the emphasis placed on the disciplines of professional disciplines as a whole. In the case of work on the subject matter of the trade, current cases and tasks or disciplinary projects are included.

In the project flow, work in workshops must be significantly incorporated and the emphasis is placed on the relationship between theory and practice. As a starting point for projects, the teacher formulers a project proposal in which the technical objectives of the project are set out.

3.2. Work Forms

In construction technology B, more students are working in groups, and works of work are part of the education. This training will be organized with a number of problem-based project flows, which include analyzing and supporting the selected problem positions, product development and product production. In the projects, trainee technical and science of science uses environmental considerations in the context of the development of the product and illus the interaction between the development process, the product and society.

Throughout the process, the student records his skills and knowledge by writing work.

The writing is part of an integrated and ongoing process in day-to-day learning, so that the student experiences the font as a meaningful and necessary discipline.

Reality must contribute to the dissemination of technical knowledge, work and documentation (drawings, tables, charts, charts, etcetera) in larger reports. The written work may, where appropriate, be replaced by an electronic presentation.

In conclusion, a separate project is being carried out into the project sample. The project will be carried out as group work unless exceptional or pedagogical concerns are applied. In the project flow, the group / student is assigned a project guide. The centrally set projectopes are formulated so that the broad cover covers the professional objectives, describe the social problem of the group / student project, as well as illupidation of any special circumstances, requirements and conditions ; on the project and the solution of the problem. The group / student selects among the publishers and formulate a project description to be approved by the school before the project work can commence. The project description is approved when it is professional and level-wise and realistic and can be carried out on a professional basis within the school framework.

The project shall be implemented in a separate project period separated from the general instruction of the profession.

The project period will contain approximately 35 hours of training time to be used for approximately 20 years of training. six weeks, and during the last week of the project, normally no other classes are carried out.

The group / student will deliver a written report and a practical product at a time to be determined by the Ministry of Children and Education. Both are examinations and assessment bases. Evin working together in a group has joint responsibility for the return, regardless of whether the school chooses to carry out the oral part of the sample as a group test or as an individual sample.

3.3. IT

It is used in the instruction where appropriate and practicable, such as in the case of information searches, data collection, calculations, technical drawing, report writing, documentation and presentation. In construction technology B, the students learn to use it as a natural tool in the project work.

3.4. Collections with other subjects

In construction technology, B uses the eleves of the knowledge from the eux-forsaws other subjects in the projects. The students use knowledge and skills from both the high schools and vocational training studies and trainees such as technical documentation, material exhues and craft skills. Similarly, it is planned that maximum level of coordination with relevant competence targets from the eux-forsaws other professions is to be achieved.

4. Evaluation

4.1. Ongoing Evaluation

The current evaluation must clearly reflect both professional skills and the ability to control the working methods used. The evaluation shall be carried out on the basis of the objectives set by the teacher at the start of a starship, and the objectives which the student himself has set for the course of events. The work on the separate project forming part of the project test, cf. Act. In the final paragraph, the project shall not be assessed separately prior to the oral part of the sample.

4.2. Test form

Project test with written report, product and associated verbal examination which, after the school selection, is carried out as a group test or as an individual sample. In the case of group examination, examination of the examination shall be such that the basis for an individual assessment of the individual examiner shall be ensured in accordance with the conditions laid down in the report. Act. 4.3. When professional relationships make it necessary, the school is exempting an exams from a group test.

The test is centrally placed and is based on a common theme that contains different projectopes.

Before the oral part of the test, the school of the school is sent to the censor of the group / examiner. The examiner and censor shall be discussed before the oral part of the test, based on the basis of the examiner ' s examination of which the group / examination of the examination shall be more specific.

Expermeation time is approximately 30 minutes per. examiner duck. By group test, the examination time per year can be finals. for up to six minutes, the examination shall be short-breeted. Preparation time is not given.

The oral part of the test consists of the presentation and presentation of the project by the group / examination of the project, supplemented by detailed questions from the examiner. The Committee shall then act as an in-depth conversation, starting with the project and the objectives of the group / examination of the group.

The presentation and presentation of the group / examination of the project may not exceed half of the examination time.

4.3. Assessment criteria

The assessment is an assessment to what extent the performance of the examiner lives up to the trade union objectives as defined in point. 2.1.

Weight of weight shall be given :

Report

-WHAT? the documentation and communication value, including the transparency, coherence, source references and technical documentation,

-WHAT? the documentation and the processing of project ' s problems ;

-WHAT? a fair argument for the requirements and the choices made available,

-WHAT? the interaction between the product development, the product and society, including environmental considerations ;

-WHAT? the involvement of relevant knowledge from other subjects in the eux-flow,

-WHAT? planning and evaluation of the project.

Product

-WHAT? diligence and professionalism in manufacture,

-WHAT? the idea, originality and quality in relation to the requirements laid down.

Mundable examination

-WHAT? the oral presentation of the project,

-WHAT? statement of the selected solutions

-WHAT? ability to combine working theory and practical work in a project

-WHAT? the student ' s demonstration of ownership in relation to the content of the project ;

-WHAT? the response to the detailed and supplementary questions.

The assessment is individual and one character shall be given on the basis of a holistic assessment of the performance of the examiner, comprehensive the written report, the product and oral examination. `


Appendix 2

' Appendix 1.IV

Technicians B-Construction and Energy-Special Student Subset for Use for Eux-Progress, June 2012

1. Identity and purpose

1.1. Identity

The trade is concerned with the development and manufacture of products in the construction and construction sector and the conditions for that purpose. It includes the interaction between technology, knowledge, organisation and product, with a focus on the integration of technical and natural scientific knowledge into product development and manufacturing processes and combining practical work in workshops and laboratories.

The family deals with construction, materials, production processes, facilities, installations, supplies, supplies, administration and organisation. In the business, process flow and product manufacture are part of a level that reflects professional professionalism in the construction and construction sector. In the technology sector, interaction with other subjects is guaranteed, both the professionals at high school and in vocational training courses. Large parts of the unit of technology shall be carried out as a project-based training, in interaction between theory and practical work in workshops and laboratories. The trade ensures professional clarification, self-employed work, reflections and knowledge of project-based methods. The PCs impart that the eux-for-line's individual subjects are used in a context that combines different professional knowledge in appropriate ways.

1.2. Objective

The text contributes to the overall objective of the eux-forcour by the fact that the student reinforces its formal and genuine preconditions for higher education, particularly in the field of technical and scientific knowledge.

The technology sector develops the ability to respond to technical designs and solutions in the world and used scientific knowledge to be analytical, reflective, innovative and innovative.

In the technical areas of technical expertise, the purpose is for students to gain insight into planning, describing and implementing independent projects and concrete projects.

In addition, the objective is that students develop their ability to seek, process and disseminate relevant information to prodigeal themselves in a specific specialist problem and to combine working theory and practical work. The students must be able to incorporate and apply elements from other subjects in projects which at the same time support other subjects in training.

Finally, the technology must contribute to the knowledge and experience of project-based methods, including independent work, both individually and in cooperation with others.

2. Fact objectives and professional content

The technicament is composed of key themes which are compulsory for the technicament, of an electoral theme which the school selects among the selecteas set out below, and by a deep space area. The selection and staging area is selected so that it supports vocational training studies in the main, including optional specials, in the eux-flow where the business is included. Part of the final project is in the area of the deep-space area. The key themes and the selection theme are around. 70%. of the professional training period of the professional. The front-door area is approximately EUR 5 000 30%. of the professional training period of the professional. The subtext, selection theme, and deep space that is part of the staging area is indicated on the elevency eux certificate.

2.1. Fagable targets

The students must be able to :

Key Themes (40%)

1) Planning :

-WHAT? working with planning processes that characterise a construction or production process from the idea to complete construction

-WHAT? develop plans, including timetables, for the production processes of the technicaterm.

2) Projecting :

-WHAT? working with the development of a project from an idea for finished building or product design ;

-WHAT? drawing up drawings by means of CAD,

-WHAT? make an argument of the choice of materials and components related to the economy, life expectancy and environmental impact ;

-WHAT? carry out the evaluation of finished projects and propose any amendments.

3) Construction :

-WHAT? constructing and manufacturing simple building parts, including fixtures, or tree-based constructions in full scale ;

-WHAT? work and ferries safely in the workshop and in construction sites,

-WHAT? perform the quality control of its own constructs.

4) Energy and environment :

-WHAT? account for the use and function of energy sources for the supply of a house, including renewable forms of energy ;

-WHAT? account for selected environmental conditions in the general operation of buildings.

Vallamas (30%)

5) Building Constructions :

-WHAT? set up parts of the architecture history

-WHAT? make documented choice of dimensions on simple constructs

-WHAT? make heat loss calculations in relation to the energy framework,

-WHAT? constructing, manufacture and composite building parts on a full-scale scale.

6) Vvings installations :

-WHAT? account for developments in waste water management,

-WHAT? set up the installation principles for vvs installations

-WHAT? calculate and resolve tasks on the sizing of smaller installations from the supply to use of the use of equipment ;

-WHAT? perform whole or parts of simple installations on a full-scale scale.

7) Energy installations :

-WHAT? account for different types of housing with regard to energy consumption ;

-WHAT? conduct experiments and develop and formulated solution proposals for energy optimization in a selected housing ;

-WHAT? perform whole or part of the solution proposal ;

-WHAT? assess the quality of the solution.

8) Construction Components :

-WHAT? account for the development of building materials and components ;

-WHAT? carry out test and testing of the properties of construction materials and provide proposals for the development of buildings design components ;

-WHAT? perform whole or part of a building design, where the component is part of the component,

-WHAT? assess the quality of the component.

9) Land measurement and construction work :

-WHAT? state the principles and conduct of soil examinations,

-WHAT? account for and perform minor landing measurement and nivelling tasks,

-WHAT? schedule and perform simple coverings and works.

10) Processing, wood :

-WHAT? lay down requirements and specifications for general working and general collection of wood-based materials,

-WHAT? the reasons and the choice of processing method and method of collection for ordinary wood-based materials,

-WHAT? perform general work and wood-based collection and collection of wood-based materials.

11) Construction, wood :

-WHAT? planning and performing dimensioning

-WHAT? schedule and execute item composite

-WHAT? plan and perform production preparation.

12) Materials, wood :

-WHAT? account for the characteristics of different tracts,

-WHAT? select materials and coatings for a given construct based on physical and chemical properties,

-WHAT? account for the life cycle of a product.

13) Automation, wood :

-WHAT? setting requirements and specifications for a simple automation process ;

-WHAT? selecting automation components

-WHAT? develop relevant charts for the process,

-WHAT? possibly manufacture the automated product.

Prejudict range (30%)

-WHAT? in the light of one of the key themes or in the electoral theme, greater professional knowledge, understanding, reflection and autonomy in the theme are demonstrated in the theme. The target will be put into practice in the school study plan prior to the commencement of the notification.

2.2. Kernestof

The core material is as follows :

Key Themes

1) Planning :

-WHAT? planning laws and rules

-WHAT? planning processes in construction and construction and furnishing of furniture.

2) Projecting :

-WHAT? notices and rules ;

-WHAT? technical communications, including the design process ;

-WHAT? materials, constructions, installations and works works,

-WHAT? use of IT tools by design ;

-WHAT? quality control.

3) Construction :

-WHAT? construction of simple building parts,

-WHAT? 2D and 3D CAD

-WHAT? the workplace safety,

-WHAT? quality control.

4) Energy and environment :

-WHAT? various forms of energy supply to a housing,

-WHAT? waste-disposal systems, emission and refuse collection, and associated disposal.

Vallamas

5) Building Constructions :

-WHAT? the architectural history of exclusive family houses,

-WHAT? building construction, including supporting structures, basic principles, directions, analyses, materials and execution processes.

-WHAT? principles of energy framework calculations, including heat loss calculations.

6) Vvings installations :

-WHAT? the development of waste water management,

-WHAT? vvs-installations and drainage installations, including resource consumption

-WHAT? rules for dimensioning and execution.

7) Energy installations :

-WHAT? energy consumption of various residential buildings ;

-WHAT? energy optimization

-WHAT? experimental methods for the development of energy plants.

8) Construction Components :

-WHAT? development of building materials and components ;

-WHAT? material properties,

-WHAT? experimental methods for the development and detection of building materials.

9) Land measurement and construction work :

-WHAT? soil conditions and soil studies

-WHAT? principles for the marketing, the nivelling and the measurement of the agricultural measurement,

-WHAT? the principles of planning and construction of simple construction work.

10) Processing, wood :

-WHAT? wood-industrial operations, including the compiling of choices, and theoretical grounds for doing so.

11) Construction, wood :

-WHAT? design elements and phases of a design flow including the quality of design.

12) Materials, wood :

-WHAT? the materials of the wood and furniture industry, including physical and strength-related properties and surface treatments.

13) Automation, wood :

-WHAT? automation systems in the timber industry.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance shall be of a degree equal to approximately 5 000. 30%. of the professional content. The substance shall be chosen in such a way as to create new dimensions, perspectives and deepening the core, in particular for the purpose of the purpose of seamaration, as well as supporting the involvement of the knowledge of vocational training studies in the pupils of the pupils ; projects.

3. Organisation of the Organisation

3.1. Didatical principles

The teaching represents a wide range of different learning strategies, including problem-based learning, in the longer project process, which is based on a technical problem position in the construction site. The emphasis is given to the emphasis placed on the disciplines of the trade unions, both from the technicalities themselves and from vocational training courses, to be taken as a whole. The emphasis is placed on the emphasis on the method of working processes (including the role of the group in Ideation Generation, Information Search and the preparation of the project description and schedule) are experienced as a whole. The theoretical work is still being done in practical terms, and the practical work is still being done on the basis of the theoretical work. The key and electoral theme and vocational training studies are increasingly being integrated and increased progression in the workings of the project, both in terms of professional disciplines, as well as the project work form. In so far as it is possible, the experience of students is also involved from the intermitters.

3.2. Work Forms

Education is conducted as a project-based education supported by subject training. The teaching is circumxies and applications-oriented with interaction between theory and practical work. The students are working on technical issues, and emphasis is placed on the theory and work of work. The practical education takes place at a level that reflects professional professionalism in the field of technicalism, and involves the greatest degree of vocational training. There are tests, demonstrations, manufacture and material-and product testing. Companies are included in the training, including constellations, industrial fairs, project cooperation and trainee companies. Work is being done with oral and written dissemination and written work in the form of project reports.

In conclusion, the training includes a project that forms the basis for the project sample in the dish. The project will be carried out as group work unless special technical or educational considerations are in force. The project shall be implemented in a separate project period separated from the general instruction of the profession. Normally, during the last week of the project, the other classes are not carried out. The project period will contain approximately About 45 hours of training in the area. Five weeks. During the project period, the student / group will be assigned to a project advisor. The expropriation project can be organised together with the final Swedes test / test in vocational training, if this is practically possible. The project contains technics class B and the subject of vocational training.

The project shall be drawn up within the framework of project proposals submitted by the school. The projectoplayers must be formulated so that they together cover the subject matter of the subject matter and to describe the technological or technical problem to be resolved, together with any special circumstances, requirements and conditions relating to : The solution is the problem.

The student / group will select from the presentation and prepare a project description to be approved by the school before the project work can commence. The project description is approved when it is professional and level-wise, realistic and can be implemented on a professional basis within the school framework.

The return date must normally be within one week prior to the beginning of the examination period. At the time of completion, the student / group will deliver a written report and either a practical product or documentation for a successful process flow. Both are examinations and assessment bases. Evin working together in a group has shared responsibility for the return, regardless of whether the school chooses to carry out the oral part of the sample as an individual sample or as a group test.

3.3. IT

Information technology aids are integrated as natural tools in the business and used for information, data collection, computation, simulation, management, and regulation, drawing and visualization, and text and image processing for the preparation of Project reports.

3.4. Collections with other subjects

Large parts of nuclear material and supplemental substances are chosen and treated in such a way that it helps to strengthen the professional interaction in the eux-flow, including, in particular, co-play with vocational training courses.

The project work in the profession is carried out in interaction with one or more of the pupils ' class in vocational training. The student's graduation project involves courses from vocational training.

4. Evaluation

4.1. Ongoing Evaluation

The students are drawn up in the curfew period a number of projects resulting in a product with a related project report. In connection with the completion of each theme or project period, the performance and performance of the students shall be evaluated. The evaluation shall be carried out in part by project presentation with any opponers, and by means of in-depth discussions on how to improve the performance of the performance in the future. Evaluation provides an individual assessment of the level and development of the professional position in relation to the expected development and the professional objectives.

The work on the separate project forming part of the project test, cf. Act. In the final paragraph, the project shall not be assessed separately prior to the oral part of the sample.

4.2. Test form

Project trial with written report, product / process flow and associated examination, which after the school selection is conducted as a group test or as an individual sample. In the case of group examination, examination of the examination shall be such that the basis for an individual assessment of the individual examiner shall be ensured in accordance with the conditions laid down in the report. Act. 4.3. When professional relationships make it necessary, the school is exempting an exams from a group test. The project publishers are provided by the school, cf. Act. 3.2. Before the oral part of the sample, the school sends a copy of the group / examiner's report to the center. The examiner and censor shall be discussed before the oral part of the test the problem of which the group / examiner will be required to elaborate.

Expermeation time is approximately 30 minutes per. examiner duck. By group test, the examination time per year can be finals. for up to six minutes, the examination shall be short-breeted. Preparation time is not given.

The oral part of the test consists of the presentation and presentation of the project (written report and practical product / documentation for process flow) complemented by exquisitions from the examiner. On the basis of the project, the oral part of the test contains an in-depth discussion, which may include relevant issues in the whole of the subject matter of the entire professional and supplementary substance. The presentation and presentation of the group / examination of the project may not exceed half of the examination time.

4.3. Assessment criteria

The assessment is an assessment to what extent the performance of the examiner lives up to the trade union objectives as defined in point. 2.1.

General

-WHAT? ability to combine working theory and practical work in a project

-WHAT? involvement of relevant knowledge from other subjects in the training, including vocational training studies,

-WHAT? perspective delivery for relevant topics in the field of technicasm.

Form and content of the report

-WHAT? the processing of the project ' s problem positions ;

-WHAT? planning and evaluation of the project ;

-WHAT? the documentation and communication value, including the transparency, coherence, source references and technical documentation,

-WHAT? specified requirements for the product,

-WHAT? a valid argument for the choices made.

Product / process flow

-WHAT? diligence and professionalism in manufacture,

-WHAT? quality in relation to the requirements laid down.

Mundable examination

-WHAT? the oral presentation of the project,

-WHAT? statement of the selected solutions

-WHAT? the demonstration of ownership in relation to the content of the project ;

-WHAT? the response to the detailed and supplementary questions.

The assessment is individual and one character shall be based on a holistic assessment of the performance of the examiner, comprehensive the written report, the practica/process flow and oral examination. `