Career Guidance on the Cutting Edge of Competency-Based Assessment

Abstract

This article describes New Hampshire's efforts in developing and implementing a Competency-Based Transcript for secondary education. The Competency-Based Transcript is a method of recording the attainment of skills as well as traditional educational learning represented by grades, test scores, etc. The impact, on students' developing self-esteem, of the opportunity to demonstrate learned skills is discussed. The role of Career Guidance in competency-based teaching, learning, and assessment cannot be underestimated because of the cross-cutting skills that form a foundation for all academic, social, and career learning. Trends in assessment may favour a comprehensive testing model which captures what students know without opportunity to demonstrate what they are able to do with that knowledge, particularly in the higher grades, 9 through 12. Assessment models that use portfolios as "checklists" of skills practiced or attained may also only document opportunities to access knowledge and may not be reliable methods of assessment. New Hampshire's Competency-Based Transcript model and its method of application is described and discussed as an assessment method in which students demonstrate what they are able to do and demonstrations are evaluated against one performance standard, with both internal and external consistency reviews. This is a professional judgement model, which requires training and reform in teaching, learning, and assessment methods. This model aligns with and mutually supports both state curriculum frameworks and state testing.

A Critical Review of the Science and Practice of Competency Modeling

“…Indeed, as noted in the introduction, the application of competencies has shown to be useful in the development of training and assessment centers, employee and career development initiatives, leadership development, and organizational change (e.g., Chen & Naquin, 2006; Gagani et al, 2006; Gfroerer, 2000; Iles, 1993; Naquin & Holton, 2006; Rothwell & Lindholm, 1999; Vakola et al, 2007). This is not to say, however, that the use of competency modeling is straightforward, evidenced by many of these authors noting the high levels of confusion surrounding the precise definition of competencies.…”

“…The current integrative literature review seeks to clarify the practice of competency modeling through a critical analysis of its foundations, conceptual and definitional issues, and potential barriers to use, while providing the current state of the science and practice. Such a review is warranted largely due to the fact that, despite continued conceptual confusion and potential issues, competencies remain popular and continue to form the basis for a wide range of human resource development (HRD) activities, such as assessment centers (e.g., Chen & Naquin, 2006), employee development and training (e.g., Rothwell & Lindholm, 1999), career development (e.g., Gfroerer, 2000), leadership development (e.g., Naquin & Holton, 2006), managing organizational change (e.g., Vakola, Soderquist, & Prastacos, 2007), and the alignment of multiple HRD functions (e.g., Gagani, McLean, & Braden, 2006; Iles, 1993; Meriot, 2005). Despite the potential appeal among HRD scholars and practitioners, however, there has been little examination of what competencies are, how they should fit into an overarching competency model, and what the best practices for developing that model ought to be (for an exception, see Le Deist & Winterton’s, 2005, competency typology); for instance, fewer than 40 scholarly sources matched a recent keyword search for competency modeling and HRD, and of these, only a scant handful speak to understanding the process of competency modeling.…”

Career management skills: Assessing for learning

“…Source: Gfroerer, 2000. be paper-based or digital (e-portfolios). As several authors note (Chetcuti & Grima, 2001; see also Johnson, Mims-Cox, & Doyle-Nichols, 2009), there are different types of portfolios, including developmental and reflective-with the focus placed on learning-and representational-where the focus is on "showcasing" achievements.…”

“…This, for instance, is the case with Austria. Unless such overt curriculum “mapping” takes place, it is easy for CMS to be “so embedded in the classroom activities that neither teachers nor students are aware that something other than content is being conveyed” (Gfroerer, 2000, p. 125). This makes the task of assessing career learning even more challenging, and indeed, focusing on the need to assess these skills helps students, teachers, as well as administrators and parents recognize and value CMS.…”

“…“Competence-Based Transcripts” represent one assessment tool that attempts to exploit the advantages—and avoid the pitfalls—just mentioned by drawing on both summative and formative assessment strategies. They strive for a greater degree of validity, reliability, and consistency across a range of settings than do formative assessment strategies, with competence in specific CMS being determined “by assessment against a performance standard that is supported not only by skill attainment, but knowledge and understanding in a variety of contexts or applications” ensuring that underlying knowledge is not sacrificed to performance outcomes (Gfroerer, 2000, p. 123). Box 1 provides an example of a competence-based approach to one of the central areas in a CMS program, articulated in such a way as to facilitate the development of a Competence-Based Transcript.…”