Competency-based learning

Competency-based learning or competency-based education is a framework for teaching and assessment of learning in an educational setting. It is also described as a type of education based on predetermined "competencies," which focuses on outcomes and real-world performance.^[1] Competency-based learning is sometimes presented as an alternative to traditional methods of assessment in education.^[2]

Concept

In a competency-based education framework, students demonstrate their learned knowledge and skills in order to achieve specific predetermined "competencies."^[3] The set of competencies for a specific course or at a specific educational institution is sometimes referred to as the "competency architecture."^[4] Students are generally assessed in various competencies at various points during a course, and usually have the opportunity to attempt a given competency multiple times and receive continuous feedback from instructors.^[5]^[6]

Key concepts that make up the competency-based education framework include demonstrated mastery of a competency, meaningful types of assessment, individualized support for students, and the creation and application of knowledge.^[7]

Methodology

In a competency-based learning model, the instructor is required to identify specific learning outcomes in terms of behavior and performance, including the appropriate criterion level to be used in evaluating achievement.^[8] Experiential learning is also an underpinning concept; competency-based learning is learner‑focused and often learner-directed.^[7]^[9]

The methodology of competency-based learning recognizes that learners tend to find some individual skills or competencies more difficult than others. For this reason, the learning process generally allows different students to move at varying paces within a course.^[10] Additionally, where many traditional learning methods use summative testing, competency-based learning focuses on student mastery of individual learning outcomes.^[11] Students and instructors can dynamically revise instruction strategies and based on student performance in specific competencies.^[12]

What it means to have mastered a competency depends on the subject matter and instructor criteria. In abstract learning, such as algebra, the learner may only have to demonstrate that they can identify an appropriate formula with some degree of reliability; in a subject matter that could affect safety, such as operating a vehicle, an instructor may require a more thorough demonstration of mastery. ^[13]^[14]

Best practices

Competency profiles assist in effective learning and development by identifying the behaviors, knowledge, skills and abilities that are necessary for successful performance in a job. The efficacy of competency models depends on the specific definition of the scope of skills expected of the learner or employee being trained.^[15] Employees can assess their competencies against those required for their own job, or for another job in which they are interested, and then take steps to acquire or improve any necessary competencies.

Competencies support learning by:

Focusing learning on the critical competencies needed for success in the job and organization
Providing standards for measuring employee performance and capabilities
Providing the framework for identifying learning options/curriculum/programs to meet employee and organizational needs
Supporting effective forecasting of organizational, as well as project-related learning requirements
Providing standards for determining how well learning has occurred, both at the individual and organizational level

Assessment

Experts cite that assessment is an important criteria in ensuring success and best practice in competency-based models. To effectively determine a framework for quality, the following characteristics are required:

The assessment criteria, including benchmarks for evidence and post-assessment feedback, is accepted by all stakeholders;
For students, the resemblance to a competency-based assessment for future workplace is authentic;
Cognitive complexity or the extent to which thinking skills are part of the competency standards;
Consistency of assessment;
Cost efficiency or the comparability of the resources needed for the assessment to the benefits;
The assessment program yields positive effects;
Fairness in terms of the opportunity given to candidates to demonstrate their competency;
Fitness for purpose; and,
Transparency.^[16]

Other common benchmark competency-based practices in learning and development are:

Assessments against competencies – Once the competencies have been defined for particular job / roles, it becomes possible for employees and others to assess the employee's competencies against those required for current or future roles within the organization. This assessment can occur in the following ways:
- Self-assessment – Typically, the behavioral indicators for the competencies and proficiency levels needed within the target role / job are used as the standard for assessing the performance of the employee using a common rating scale (e.g., five-point Likert scale) for assessing each indicator. These behavioral examples ensure people self-assess consistently and accurately. They create self-awareness, which drives intrinsic motivation to improve. The results show employee strengths as well as skill gaps. This information can then be used to support the development of an individual learning plan.
- Multi-source / 360 – Multi-source or 360-degree feedback is similar to the self-assessment process except there is more than one assessor. The process includes at a minimum the employee and their supervisor, and can include others with whom the employee interacts within the workplace (e.g., peers, team members, clients both within and outside the organization, reporting employees; etc.).

Implementation stages

The following implementation stages are suggested for organizations implementing competencies in Learning and Development on a corporate-wide basis.

Stage 1

Determine policy for integrating competencies in Learning and Development.
Design or acquire tools to support assessment and personalized, competency-based learning.
Build/buy/curate learning activities that correspond to each task and behavior in the competency model. Ensure these also include informal learning resources, such as skill practices or activities, job aids, checklists, templates, performance support tutorials, as well as the opportunity to work with others for collaborative learning. This facilitates learning in the flow of work.
Create a plan for introduction, embedding, and sustaining the program.
Have people assess, be recommended personalized competency-based learning, and create their development plans. Engage managers or multi-raters to participate if relevant.

Stage 2

Use aggregated assessment results and development plan selections to identify organizational skill gaps and needs assessment.
Engage leaders in results regularly so they understand how skill gaps impact their ability to achieve corporate strategy, and how strong organizational capability can be leveraged for competitive advantage.
Continue emphasis through communication and change management on creating a habit of learning, so development activity continues.
Identify new learning opportunities, including those that need to be created to support gaps, or activities to replace those with lower than desired user feedback.
Ensure periodic reassessments occur; measure the impact of competency-based skill development over time.
Make regular improvements in communication.
At least annually, revisit the competency model and competency-based learning recommendations to ensure currency.

Schools with this system

Adams county school district 50 and the Chugach School District are a part of the Competency-based learning project but have their own name called Re-Inventing schools coalition (RISC). They have replaced grade levels with 10 learning levels that students work through at their own pace.^[17] Western Governors University (WGU), has used this model of learning since it was chartered in 1996.^[18]

Other institutions are also offering competency-based approaches to postsecondary degrees. Capella University's FlexPath bachelor's and master's programs were the second direct assessment degree to be given the go-ahead by the Department of Education.^[19] Southern New Hampshire University developed a competency-based pathway to an associate or bachelor's degree through College for America, launched in 2013.^[20] Additionally, the University of Wisconsin-Extension's Flex Option provides a competency-based approach to earning a bachelor's degree.^[21] Since 1971, the Upper Valley Educator's Institute in Lebanon, NH has offered a teacher certification program that is competency based, and now offers a competency based Master in Arts in Teaching (MAT).^[22]

In medical practice

A series of peer reviewed research articles (i.e. Charles; Knox; Nguyen; Nousiainen et al) have been examined that study Canadian based medical residency programs, that have implemented competency based learning as their primary model of education. These articles agree that competency based learning speaks to an iterative approach in that the student (resident) is expected to complete one competence successfully before advancing forward and building their repertoire of skills (Charles et al., 2016). This method of learning is tailored to each student as it allows learning to unfold at an individual's own pace, which has appeared to be a successful model for many residency programs across Canada.

References

^ Lytras, Miltiadis D.; Pablos, Patricia Ordonez De; Avison, David; Sipior, Janice; Jin, Qun; Filho, Walter Leal; Uden, Lorna; Thomas, Michael; Cervai, Sara (2010). Technology Enhanced Learning: Quality of Teaching and Educational Reform: 1st International Conference, TECH-EDUCATION 2010, Athens, Greece, May 19-21, 2010. Proceedings. Berlin: Springer Science & Business Media. p. 504. ISBN 3-642-13165-4.
^ "What Is Competency-Based Learning?". TeachThought. 2016-04-18. Retrieved 2020-11-08.
^ "Competency-Based Learning Definition". The Glossary of Education Reform. 2014-01-28. Retrieved 2020-11-08.
^ "Seven Building Blocks of a Competency-Based Classroom". GOA. Retrieved 2020-11-08.
^ "Competency-Based Education". Aurora Institute. Retrieved 2020-11-08.
^ "Competency-Based Learning | Punahou School". www.punahou.edu. Retrieved 2020-11-08.
^ ^a ^b Sturgis, Chris; Casey, Katherine (2018). Quality Principles for Competency-Based Education (PDF). Vienna, VA: iNACOL. ISBN 978-0-692-17514-9.
^ Lattuca, Lisa R.; Stark, Joan S. (2011). Shaping the College Curriculum: Academic Plans in Context. Hoboken, NJ: John Wiley & Sons. ISBN 978-1-118-04720-0.
^ Kolb, David A. (2014). Experiential Learning: Experience as the Source of Learning and Development, Second Edition. Upper Saddle, NJ: FT Press. p. 17. ISBN 978-0-13-389240-6.
^ Gervais, J. (2016). "The operational definition of competency‐based education". The Journal of Competency-Based Education. 1 (2): 98–106. doi:10.1002/cbe2.1011.
^ "New to Competency-Based Learning? Here're Five Ways to Assess It - EdSurge News". EdSurge. 2017-05-22. Retrieved 2020-11-09.
^ "From Formative Assessment to Tracking Student Mastery: The Road to Competency-Based Instruction". www.gettingsmart.com. Retrieved 2020-11-09.{{cite web}}: CS1 maint: url-status (link)
^ Gene E. Hall (1976) Competency-based Education: A Process for the Improvement of Education: Prentice-Hall
^ John Burke (1989) Competency-Based Education and Training: Routledge
^ Khan, Badrul Huda (2001). Web-based Training. Englewood Cliffs, NJ: Educational Technology. p. 42. ISBN 0-87778-302-0.
^ Singh, Madhu (2015). Global Perspectives on Recognising Non-formal and Informal Learning: Why Recognition Matters, Volume 21. Cham: Springer. p. 120. ISBN 978-3-319-15277-6.
^ "Competency-Based Learning or Personalized Learning". U.S. Department of Education. Retrieved 21 April 2014.
^ "Competency Based Education – WGU". Western Governors University.
^ Kamenetz, Anya (2013-10-29). "Are You Competent? Prove It". The New York Times.
^ "Revolutionizing Competency-Based Education". The EvoLLLution. 2013-05-10.
^ "Meeting the Storm: The University of Wisconsin Flexible Option". The EvoLLLution. 2013-01-25.
^ "About UVEI – UVEI – Upper Valley Educators Institute". uvei.edu. Retrieved 2017-03-23.

Charles, L., Triscott, J., Dobbs, B., Tian, P.G., & Babenko, O. (2016). Effectiveness of a core competency-based program on residents learning and experience. Can Geriatr J, 19(2), 50–57.
Knox, A.D., Gilardino, M.S., Kisten, S.J., Warren, R.J., & Anastakis, D.J. (2014). Competency-based medical education for plastic surgery: where do we begin. Plast Reconstr Surg, 133(5), 702–710.
Nguyen, V.T, & Losee, J.E.(2016). Time-versus competency-based residency training. Plast Reconstr Surg, 138(2), 527–531.
Nousiainen, M.T., McQueen, S.A., Hall, J., Kraemer, W., Ferguson, P., & Sonnadara, R. (2016). Resident education in orthopaedic trauma: the future role of competency-based medical education. Bone Joint J, 98(10), 1320–1325.