In response to your question about the proof of competence, dear Josh, here is the answer right away:

The PerLe by Rüdiger Ivan, member of HOLLA (https://www.holistischepaedagogik.de/about-5),,) was practiced in the Abitur of Saarland and is currently used in Waldorf schools in Schwäbisch Gmünd and with apprentices in companies in Baden-Württemberg.

While "normally" a competence grid is assessed from the outside, PERLE focuses on the examinee's own experience in the learning process. Competence is therefore not attributed by examiners, but demonstrated by the learner themselves, who presents and reflects on their authentically experienced learning process, thereby making their competence explicit themselves. In this way, PerLe replaces evaluation with self-demonstration. Thus, it is not: "You have Level B2", but rather: "I prove what I have learned and what I can do."

Regarding the procedure in an examination situation:

Step 1: the learning process is described, from which the technical and methodological competence emerges.

Step 2: on self-reflection: In response to the question: "What did that trigger in you? What was special about it?" the examinee answers, for example: "I am proud because I didn't know how to do that before. I then picked it up very quickly from the master and now do it just like him." Here, personal competence becomes visible: self-efficacy, willingness to learn, relational ability.

Step 3 Sense-making: "What does that say about you? Which ability did you demonstrate in the process?" Here, the learner articulates their competence themselves. Example: "I am good at observing, deciding on the right method and appropriate tools, and implementing them independently. I can use knowledge gained from relationships with my teachers."

For outsiders, e.g. future employers/examiners, competences thus become visible and understandable.