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Competency-based learning

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In order to implement a competency based education methodology in higher education, including professional education, it it fist required to define a competency based profile of such academic or professional program. Second, it is necessary to define the development levels of each competency. Third, it is required to construct a matrix which relates each of such competency levels to a particular course or learning activity included in the study plan of a particular academic or professional program. This last step includes to specify specific learning outcomes related to that particular competency level to be attained. It is important to note that no one specific learning activity is sufficient for developing a particular competence. Therefore, an interdisciplinary approach to teaching is a prerequisite. It its suggested to review the following publication for spanish speaker: Corvalan V., O.; Montero L., P.; Tardif, J. Metodologias para la innovación curricular universitaria basada en el desarrollo de competencias. Mexico, D.F.: ANUIES. 2012. 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]

Usage

Western Governors University has used a competency-based model of education since it was chartered in 1996.[15]

The Mastery Transcript Consortium is a group of public and private secondary schools which are working to utilize competency-based learning as part of their effort to create a new type of secondary school transcript.[16]

See also

References

  1. ^ 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.
  2. ^ "What Is Competency-Based Learning?". TeachThought. 2016-04-18. Retrieved 2020-11-08.
  3. ^ "Competency-Based Learning Definition". The Glossary of Education Reform. 2014-01-28. Retrieved 2020-11-08.
  4. ^ "Seven Building Blocks of a Competency-Based Classroom". GOA. Retrieved 2020-11-08.
  5. ^ "Competency-Based Education". Aurora Institute. Retrieved 2020-11-08.
  6. ^ "Competency-Based Learning | Punahou School". www.punahou.edu. Retrieved 2020-11-08.
  7. ^ a b Sturgis, Chris; Casey, Katherine (2018). Quality Principles for Competency-Based Education (PDF). Vienna, VA: iNACOL. ISBN 978-0-692-17514-9.
  8. ^ 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.
  9. ^ 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.
  10. ^ 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.
  11. ^ "New to Competency-Based Learning? Here're Five Ways to Assess It - EdSurge News". EdSurge. 2017-05-22. Retrieved 2020-11-09.
  12. ^ "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)
  13. ^ Gene E. Hall (1976) Competency-based Education: A Process for the Improvement of Education: Prentice-Hall
  14. ^ John Burke (1989) Competency-Based Education and Training: Routledge
  15. ^ "Competency Based Education – WGU". Western Governors University.
  16. ^ Ark, Tom Vander. "Helping Grads Tell Their Story: The Case For Extended Transcripts". Forbes. Retrieved 2020-11-09.

Further reading

  • Bartram, D. (2005) The Great Eight competencies: A criterion-centric approach to validation. Journal of Applied Psychology, 90, 1185–1203
  • Catano, V., Darr, M., & Campbell, C. (2007). Performance appraisal of behaviour-based competencies: A reliable and valid procedure. Personnel Psychology, 60, 201–230
  • Cheng, M. I., &. Dainty, R. I. J. (2005). Toward a multidimensional competency-based managerial performance framework: A hybrid approach. Journal of Managerial Psychology, 20, 380–396
  • Draganidis, F., & Mentzas, G. (2006). Competency-based management: A review of systems and approaches. Information Management &Computer Security, 14, 51–64
  • Dubois, D., & Rothwell, W. (2004). Competency-Based Human Resource Management. Davies–Black Publishing
  • Dubois, D., & Rothwell, W. (2000). The Competency Toolkit (Volumes 1 & 2). HRD Press
  • Homer, M. (2001). Skills and competency management. Industrial and Commercial training, 33/2, 59–62
  • Horton, S. (2000). Introduction- the competency-based movement: Its origins and impact on the public sector. The International Journal of Public Sector Management, 13, 306–318
  • Lucia, A., & Lepsinger, R. (1999). The Art and Science of Competency Models: Pinpointing Critical Success Factors in Organizations. Pfeiffer
  • Kochanski, J. T.,& Ruse, D. H. (1996). Designing a competency-based human resources organization. Human Resource Management, 35, 19–34
  • McEvoy, G., Hayton, J., Wrnick, A., Mumford, T., Hanks, S., & Blahna, M. (2005). A competency-based model for developing human resource professionals. Journal of Management Education, 29, 383–402
  • Rausch, E., Sherman, H., & Washbush, J. B. (2002). Defining and assessing competencies for competency-based, outcome-focused management development. The Journal of Management Development, 21, 184–200
  • Sanchez, J. I., &. Levine, E. L. (2009). What is (or should be) the difference between competency modeling and traditional job analysis? Human Resource Management Review, 19, 53–63
  • Schmidt, F.L., & Hunter, J.E. (1998). The validity and utility of selection methods in personnel psychology: Practice and theoretical implications of research findings. Psychological Bulletin, 124, 262–274
  • Shandler, D. (2000). Competency and the Learning Organization. Crisp Learning.
  • Shippmann, J. S., Ash, R. A., Battista, M., Carr, L., Eyde, L. D., Hesketh, B., Kehoe, J., Pearlman, K., & Sanchez, J. I. (2000). The practice of competency modeling, Personnel Psychology, 53, 703–740.
  • Spencer, L M. in Cherniss, C. and D. Goleman, eds. (2001) “The economic value of emotional intelligence competencies and EIC-based HR programs”, in The Emotionally Intelligent Workplace: How to Select for, Measure, and Improve Emotional Intelligence in Individuals, Groups and Organizations. San Francisco, CA: Jossey–Bass/Wiley
  • Spencer, L. M. (2004). Competency Model Statistical Validation and Business Case Development, HR Technologies White Paper http://www.hrcompass.com/validation.html
  • Spencer, L., & Spencer, S. (1993). Competence at Work: Models for Superior Performance. Wiley
  • Ulrich, D. and Brockbank, W. (2005) The HR Value Proposition. Boston: Harvard Business School Press
  • Wood. R., & Payne, T. (1998). Competency-Based Recruitment and Selection. Wiley
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