The operational definition of competency‐based education

Recently, there has been an increase in the adoption of competency‐based approaches (CBA) in higher education and, for some practitioners, this involves modifying existing provision. This case study describes the development, delivery, and evaluation of a transnational training program that was developed for Chinese university tutors who planned to implement CBA into their teaching. The 25‐hr training program was designed to be experiential in nature, so practitioners learnt about and experienced CBA simultaneously. Although the participants rated the program favorably, we identified two main challenges associated with the training course: anxiety around the CBA and the need to be aware of the learners’ cultural climate. Recommendations for others who are developing similar training programs that model a CBA are discussed.

Section: Introductionmentioning

confidence: 99%

Developing a competency‐based education training programme for university tutors

Betts

Huntington

Iao

et al. 2019

“…While there is no universally accepted definition of CBE, for this paper we have operationalized CBE as, “an outcome‐based approach to education that incorporates modes of instructional delivery and assessment efforts designed to evaluate mastery of learning by students through their demonstration of the knowledge, attitudes, values, skills, and behaviors required for the degree sought” (Gervais, , p. 99). We chose this definition because of its emphasis on student mastery through tangible demonstrations of requisite knowledge, skills, and abilities (KSAs) required from our degree programs.…”

Section: A Better Approachmentioning

confidence: 99%

Improving the validity of objective assessment in higher education: Steps for building a best‐in‐class competency‐based assessment program

Gyll

Ragland

2018

Faculty's attitudes toward and expertise in what constitutes valid assessment design has produced sizable discord in higher education. Traditionally, assessment activities within higher education have been implemented as additions to the curriculum, designed for purposes of program evaluation rather than being integral to student mastery. In this paper, we briefly explore the history of objective assessment in higher education, studying its historical antecedents, and use this information to define next steps toward building a standards‐based community of practice. We operationally define competency‐based education, paying particular attention to the term “competence” and what it means in the context of maintaining standards for assessment validity. We then offer 12 steps for building a best‐in‐class objective assessment program. We conclude with case study metrics from Western Governors University's assessment portfolio, which describes four key assessment performance indicators and documents our commitment to continuous quality improvement through a quarterly assessment review process.

“…Due to a lack of buy-in from multiple stakeholder groups, some institutions of higher learning struggle to reorient their entire course and program offerings to embrace the full breadth of competency-based education (Gervais, 2016). One such way of overcoming these systematic issues and make incremental progress toward competency-based education is to consider practices that individual faculty members can implement without the need of full institutional support.…”

Section: Introductionmentioning

confidence: 99%

“…Competency-based courses are often developed based upon existing courses rather than from the ground up (Nodine & Johnstone, 2015); therefore, it is important to understand potential entry points within these axioms for faculty working to transform their syllabi and course expectations. While assessing and reporting prior learning is an important part of competency-based education, a dynamic model of ongoing assessment within courses is needed as well (Gervais, 2016). Looking at previous literature, Burnette (2016) suggests assessment in CBE is an area in need of additional research.…”

Section: Introductionmentioning

confidence: 99%

Alternative grading practices: An entry point for faculty in competency‐based education

Townsley

Schmid

2020

Due to a lack of buy‐in from multiple stakeholder groups, institutions of higher learning may struggle to reorient their entire course and program offerings to embrace the full breadth of competency‐based education. One such way of overcoming these systematic issues to make incremental progress toward competency‐based education is to consider practices such as grading that single professors can implement without the need of full institutional support. Few college instructors are likely to have received any formal grading training. As such, they may rely on institutional norms and their personal experiences as students. In response to historical grading challenges in higher education, some faculty members have adopted models working against the status quo such as mastery grading, specifications grading, and standards‐based grading, which all promote students demonstrating their learning on criterion‐referenced tests in a more flexible time frame. The purpose of this paper is to describe alternative forms of grading as an entry point for faculty incrementally progressing toward competency‐based education axioms in higher education. The authors recommend a multiple‐step course design framework and areas for future research.