Competency Based Education: A Bandwagon in Search of a Definition

Spady, William G.

doi:10.2307/1175451

Cited by 50 publications

(55 citation statements)

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“…The term CBL (or competency‐based education), which became widely used in the 1970's, refers to a type of outcome‐based pedagogy (Burke, ; Spady, ). However, the term dates to the early 1920's and was rooted in the education and training of teachers (Carraccio, Wolfsthal, Englander, Ferentz, & Martin, ; Spady, ). What sets CBL apart from other instructional structures is the shift in focus to behavioral outcomes.…”

Section: Introductionmentioning

confidence: 99%

“…The CBL movement changed the objective from increasing the amount of information that can be taught in a semester or quarter to ensuring that students master outcomes before moving on to the next level. In the CBL framework, instructional materials are linked to specific predefined outcomes that are clearly communicated to students at the beginning of any course (Burke, ; Spady, ).…”

Section: Introductionmentioning

confidence: 99%

“…Rather mastery learning emphasizes student‐centered strategies that highlight the need for individualized attention. In addition, this approach requires a level of performance that all students must attain prior to advancing to the next level (Spady, ). What distinguishes CBL from other mastery learning approaches is that it has very stringent criteria for what constitutes mastery.…”

Section: Introductionmentioning

confidence: 99%

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A Review of Competency‐Based Learning: Tools, Assessments, and Recommendations

Henri

Johnson

Nepal

2017

J of Engineering Edu

120

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Background Over the past decade, there has been a shift in science, technology, engineering and math education, especially in engineering, towards a competency‐based pedagogy. Competency‐based learning (CBL) is an outcome‐based, student‐centered form of instruction where students progress to more advanced work upon mastering the necessary prerequisite content and skills. Many articles have been published on the implementation of CBL in engineering higher education; however, the literature lacks a systematic review that summarizes prior work to inform both future research and practice. Purpose The purpose of this review is to integrate previous literature as well as identify gaps in competency‐based engineering higher education research. It summarizes the different approaches for implementing CBL, the effects of the pedagogy on student outcomes, tools to enhance its effectiveness, and assessment strategies. In addition, suggestions and recommendations for future research are provided. Method Engineering education articles were obtained from several EBSCO educational databases. The search was limited to articles published from 2005‐2015, and inclusion criteria consisted of peer‐reviewed journal articles that address the use of CBL in engineering higher education. Articles were then classified into several categories, summarized, and evaluated. Conclusions Theoretical and applied perspectives are provided that address both the theoretical basis for the effectiveness of CBL and practical aspects of implementing successful CBL instruction in engineering education. There are gaps in the literature regarding how CBL programs should be structured and assessed. Future research directions include empirical quantitative evaluation of CBL's pedagogical effectiveness and the use of CBL for teaching professional skills.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A Review of Competency‐Based Learning: Tools, Assessments, and Recommendations

Henri

Johnson

Nepal

2017

J of Engineering Edu

120

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“…Although the ACGME is committed to posting “best practices” and sponsoring annual conferences to serve as guideposts to perform outcomes‐based assessment and documentation, an “incorrect response” to the new mandate will become known only when failures occur. One author on the subject posits the modern movement toward competency‐based graduate education as “a bandwagon in search of a definition.” 22 ; the new focus by the ACGME presents many challenges to resident training programs overburdened with mandates, oversight, and lack of new financial resources by which to implement a shift in educational procedures, methods, and documentation, and it is unlikely that training programs will know for many years whether an outcomes‐based educational model has indeed improved medical training—even after a new set of methods are firmly in place. Outcomes‐based graduate medical education is an experiment in progress in which all training programs are participants.…”

Section: Discussionmentioning

confidence: 99%

Assessing and Documenting General Competencies in Otolaryngology Resident Training Programs

Roark

Schaefer

et al. 2006

The Laryngoscope

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Compliance for completion of forms was 97%. The system facilitated the educational management of our training program along multiple dimensions. The small perceptual differences among a highly selected group of residents have made the unambiguous validation of the system challenging. The instruments and approach warrant further study. Improvements are likely best achieved in broad consultation among other otolaryngology programs.

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“…While current educational policy documents typically discuss future teacher competencies, actual teacher education program documentation at universities in Croatia remains on the level of course goal definition. While course goals broadly state what the student will be able to do upon completion of the instruction, according to Spady (1977) competency based education approach implies framing of outcome goals in applied life-role terms and making major changes in curricula, instruction and evaluation procedures.…”

Section: Introductionmentioning

confidence: 99%

Information Literacy for Future Teachers

Kokić¹

2012

WJE

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The main goal of this study is to evaluate primary teacher education programs in Croatia. Prior to evaluation of the primary teacher education programs, expected primary teacher education competencies were defined. The expected teacher competencies were determined according to the goals stated in the Croatian national curriculum. In addition, international guidelines for information literacy development among primary education teachers were used. An extensive literature review on information literacy curriculum in teacher education higher education was conducted as a part of this study. The evaluation of primary teacher education programs is conducted according to the content analysis methodology. Since current primary teacher education programs do not state learning outcomes, future teacher competences are evaluated according to the state course goals. The content analysis indicates that the majority of the current primary teacher education programs include goals that could be linked to information literacy standards. Future teachers are most frequently taught how to evaluate information, but lack instruction on fair use of information. The discussion includes recommendations to raise information literacy among teacher educators and to align course syllabi with the common theoretical frameworks.

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Competency Based Education: A Bandwagon in Search of a Definition

Cited by 50 publications

References 0 publications

A Review of Competency‐Based Learning: Tools, Assessments, and Recommendations

A Review of Competency‐Based Learning: Tools, Assessments, and Recommendations

Assessing and Documenting General Competencies in Otolaryngology Resident Training Programs

Information Literacy for Future Teachers

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