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| competency based assessment in education: Learning and Performance Assessment: Concepts, Methodologies, Tools, and Applications Management Association, Information Resources, 2019-10-11 As teaching strategies continue to change and evolve, and technology use in classrooms continues to increase, it is imperative that their impact on student learning is monitored and assessed. New practices are being developed to enhance students’ participation, especially in their own assessment, be it through peer-review, reflective assessment, the introduction of new technologies, or other novel solutions. Educators must remain up-to-date on the latest methods of evaluation and performance measurement techniques to ensure that their students excel. Learning and Performance Assessment: Concepts, Methodologies, Tools, and Applications is a vital reference source that examines emerging perspectives on the theoretical and practical aspects of learning and performance-based assessment techniques and applications within educational settings. Highlighting a range of topics such as learning outcomes, assessment design, and peer assessment, this multi-volume book is ideally designed for educators, administrative officials, principals, deans, instructional designers, school boards, academicians, researchers, and education students seeking coverage on an educator’s role in evaluation design and analyses of evaluation methods and outcomes. |
| competency based assessment in education: Deeper Competency-Based Learning Karin Hess, Rose Colby, Daniel Joseph, 2020-05-06 The roadmap for your school’s CBE journey! The one-size-fits-all instructional and assessment practices of the past no longer equitably meet the needs of all students. Competency-based education (CBE) has emerged not only as an innovation in education, but as a true transformation of the approaches to how we traditionally do school. In Deeper Competency-Based Learning, the authors share best practices from their experiences implementing CBE across states, districts, and schools. Leaving no stone unturned, readers are guided step-by-step through CBE implementation and validation phases, beginning with defining your WHY and collaborative development of the competencies describing deeper learning. The CBE readiness tools and reflections inside will help your team: Build the foundation for organizational shifts by examining policies, leadership, culture, and professional learning Dig in to shifts in teaching and learning structures by addressing rigorous learning goals, competency-based assessment, evidence-based grading, and body of evidence validation Take a deep dive into the shift to student-centered classrooms through personalized instructional strategies that change mindsets regarding teacher-student roles, responsibilities, and classroom culture Discover how your students can demonstrate deeper learning of academic content and develop personal success skills by maximizing time, place, and pace of learning with this roadmap for your CBE journey. |
| competency based assessment in education: Competency-Based Education Rose L. Colby, 2019-01-02 Competency-Based Education introduces educators to a new model for anytime, anywhere schooling and provides tools and curriculum resources for redesigning the traditional structures of K–12 schools. Based on pioneering work across multiple states, the book shows how educators can design central elements of competency-based education—including performance tasks, personal learning plans, and grading systems—to meet the needs and interests of all students. Rose L. Colby provides critical tools for creating these elements in collaborative teams and engaging stakeholders such as educators, parents, and community members. The book incorporates case studies and voices from the field, and examines the variety of competency models that schools have adopted, highlighting the benefits for students. Competency-Based Education provides a much-needed resource at a time when states, districts, and schools are working to implement competency-based models and experimenting with new accountability systems that include evidence of learning beyond standardized tests. |
| competency based assessment in education: Competency Based Education And Training John Burke, 2005-10-18 A selection of papers from the first symposium devoted to competency based learning held in March 1989. The book provides an historical backdrop for anyone coming new to the study of Competency-Based Education and Training CBET. |
| competency based assessment in education: Fast Facts about Competency-Based Education in Nursing Karen K. Gittings, DNP, RN, CNE, CNEcl, Ruth A. Wittmann-Price, PhD, RN, CNS, CNE, CNEcl, CHSE, ANEF, FAAN, 2020-11-16 “Competency-based education…provides an avenue to promote institutional accountability, address employer concerns, and assist with student transfer of knowledge and skills.” -Mary Ellen Smith Glasgow, PhD, RN, ANEF, FAAN Dean and Professor Duquesne University The first book of its kind, this concise, step-by-step guide written for novice and experienced educators distills all the essentials every nursing instructor needs to know to implement a Competency-Based Education (CBE) curriculum, teach with competencies, and evaluate students’ mastery. Grounded in a learner-centered paradigm, CBE focuses on outcomes and skills rather than relying on time-based training. It facilitates in-depth learning that encompasses all three learning domains — cognitive, skills, and attitudes — guided by the individual pace of each student. Fast Facts about Competency-Based Education in Nursing addresses the theory and practical knowledge needed to teach using CBE. Beginning with how to create competencies that align with student learning outcomes, subsequent chapters show how to integrate them into a new or existing nursing curricula. Next, this quick reference shows how to evaluate and assess students using CBE. Finally, it presents how to implement a system of quality improvement to continuously ensure the competencies produce safe, skilled nurses. Brimming with useful tips based on the authors’ extensive experience and abundant practical examples, this is an incomparable reference for any educator seeking superior, more qualitative student assessment and outcomes. Key Features: Demonstrates in detail how to implement CBE and assess students using CBE Illustrates how to integrate CBE into curriculum using an organizing framework Shares expert teaching/learning tips through Evidence-Based Teaching Boxes Helps educators to develop teaching objectives and real-world application processes Describes specific competency-based education curricula Examines how different learning styles thrive in a CBE learning environment Offers separate chapters for using CBE with BSN, MSN, and DNP students |
| competency based assessment in education: Breaking with Tradition Brian M. Stack, Jonathan G. Vander Els, 2017-09-27 Foreword by Chris Sturgis Shifting to a competency-based curriculum allows educators to revolutionize education by replacing traditional, ineffective systems with a personalized, learner-centered approach. Throughout the resource, the authors explore how the components of PLCs promote the principles of competency-based education and share real-world examples from practitioners who have made the transition to learner-centered teaching. Each chapter ends with reflection questions readers can answer to apply their own learning progression. By reading this book, K-12 administrators, school leaders, and teacher leaders will: - Evaluate the qualities of true competency-based schools and the flaws in traditional schooling. - Consider the foundational role that PLCs have in establishing the competency-based approach and promoting learning for all. - Gain tips for successfully implementing student-centered practices for learning competencies and performance assessment and grading. - Explore real school experiences that highlight the processes and challenges involved in moving from traditional to competency-based school structures - Access reproducible school-design rubrics appropriate for the five design principles of competency-based learning. Contents: Introduction Chapter 1: Understanding the Components of an Effective Competency-Based Learning System Chapter 2: Building the Foundation of a Competency-Based Learning System Through PLCs Chapter 3: Developing Competencies and Progressions to Guide Learning Chapter 4: Changing to Competency-Friendly Grading Practices Chapter 5: Creating and Implementing Competency-Friendly Performance Assessments Chapter 6: Responding When Students Need Intervention and Extension Chapter 7: Sustaining the Change Process References and Resources Index |
| competency based assessment in education: A Handbook for Personalized Competency-Based Education Robert J. Marzano, Jennifer S. Norford, Michelle Finn, Douglas Finn III, 2017 Annotation In K-12 education's growing movement of competency-based education and personalized learning, both contradictory and overlapping definitions come up around these two terms. To clear up this confusion, A Handbook for Personalized Competency-Based Education by Robert J. Marzano, Jennifer S. Norford, Michelle Finn, and Douglas Finn III and contributors Rebecca Mestaz and Roberta Selleck delves into the components of a personalized competency-based education system. It reckons with the need to establish shared meanings for these terms, resulting in an inclusive definition of the terms, which the authors call personalized competency-based education (PCBE), and a clear implementation approach for a PCBE system. Once that term is in place, this handbook explores considerations, approaches, and strategies that educators should survey as they design PCBE systems that can help ensure students' content mastery. |
| competency based assessment in education: Innovative Practices for Higher Education Assessment and Measurement Cano, Elena, Ion, Georgeta, 2016-07-18 Both educators and their students are involved in the process of assessment – all parties are expected to meet and exceed expectations in the face of competing conditions. New practices are being developed to enhance students’ participation, especially in their own assessment, be it though peer-review, reflective assessment, the introduction of new technologies, or other novel solutions. Though widely researched, few have measured these innovations’ effectiveness in terms of satisfaction, perceived learning, or performance improvements. Innovative Practices for Higher Education Assessment and Measurement bridges the gap between political discourse, theoretical approach, and teaching practices in terms of assessment in higher education. Bringing new insights and presenting novel strategies, this publication brings forth a new perception of the importance of assessment and offers a set of successful, innovative practices. This book is ideal for educators, administrators, policy makers, and students of education. |
| competency based assessment in education: Handbook of Research on Future of Work and Education: Implications for Curriculum Delivery and Work Design Ramlall, Sunil, Cross, Ted, Love, Michelle, 2021-10-08 Higher education has changed significantly over time. In particular, traditional face-to-face degrees are being revamped in a bid to ensure they stay relevant in the 21st century and are now offered online. The transition for many universities to online learning has been painful—only exacerbated by the COVID-19 pandemic, forcing many in-person students to join their virtual peers and professors to learn new technologies and techniques to educate. Moreover, work has also changed with little doubt as to the impact of digital communication, remote work, and societal change on the nature of work itself. There are arguments to be made for organizations to become more agile, flexible, entrepreneurial, and creative. As such, work and education are both traversing a path of immense changes, adapting to global trends and consumer preferences. The Handbook of Research on Future of Work and Education: Implications for Curriculum Delivery and Work Design is a comprehensive reference book that analyzes the realities of higher education today, strategies that ensure the success of academic institutions, and factors that lead to student success. In particular, the book addresses essentials of online learning, strategies to ensure the success of online degrees and courses, effective course development practices, key support mechanisms for students, and ensuring student success in online degree programs. Furthermore, the book addresses the future of work, preferences of employees, and how work can be re-designed to create further employee satisfaction, engagement, and increase productivity. In particular, the book covers insights that ensure that remote employees feel valued, included, and are being provided relevant support to thrive in their roles. Covering topics such as course development, motivating online learners, and virtual environments, this text is essential for academicians, faculty, researchers, and students globally. |
| competency based assessment in education: Assessment for Teaching Patrick Griffin, 2017-10-18 Grounded in contemporary, evidence-based research, the second edition of Assessment for Teaching provides a comprehensive introduction to assessment and teaching in primary and secondary school settings. Taking a practical approach to assessment and the collaborative use of data in the classroom, this text advances a developmental model of assessment which aims to improve student outcomes through targeted teaching interventions. Thoroughly revised and updated to include the latest research, this edition features expanded content on collaborative teaching, competence assessment, learning and assessment and self-regulated teaching and learning. Each chapter features learning objectives, reflective questions, an extended exercise to link course content with classroom practice, and end-of-chapter rubrics which help readers assess their own understanding and learning. Written by a team of experts from the Assessment Research Centre at the University of Melbourne, Assessment for Teaching is an essential resource for both preservice teachers and inservice teachers. |
| competency based assessment in education: Competency Based Nursing Education Marion G. Anema, PhD, RN, Jan L. McCoy, PhD, RN, 2009-10-26 The need for competency-based education (CBE) in nursing has been recognized for years. CBE provides a way to help ensure that learners are competent at the end of educational endeavors. This book is designed as a resource for nurse educators who are responsible for diverse education programs. Authors Anema and McCoy bring together all the elements of CBE, and provide a road map to develop, implement, and evaluate competency-based approaches to nursing education. The book provides valuable guidelines for developing organizational strategies, new care delivery approaches, and project planning tools. Guidance on performance assessment tools and data collection is also included. Key features: Explains why CBE is needed and how it can help improve current education programs Presents practical guidelines on how to transition to the CBE approach Provides helpful guidance on developing valid and reliable assessments Includes critical information on data collection and the use of data to verify achievement of outcomes Contains practice activities at the end of each chapter to simulate real-life situations |
| competency based assessment in education: Teaching in a Digital Age A. W Bates, 2015 |
| competency based assessment in education: Assessing Competence in Professional Performance across Disciplines and Professions Paul F. Wimmers, Marcia Mentkowski, 2016-04-19 This book examines the challenges of cross-professional comparisons and proposes new forms of performance assessment to be used in professions education. It addresses how complex issues are learned and assessed across and within different disciplines and professions in order to move the process of “performance assessment for learning” to the next level. In order to be better equipped to cope with increasing complexity, change and diversity in professional education and performance assessment, administrators and educators will engage in crucial systems thinking. The main question discussed by the book is how the required competence in the performance of students can be assessed during their professional education at both undergraduate and graduate levels. To answer this question, the book identifies unresolved issues and clarifies conceptual elements for performance assessment. It reviews the development of constructs that cross disciplines and professions such as critical thinking, clinical reasoning, and problem solving. It discusses what it means to instruct and assess students within their own domain of study and across various roles in multiple contexts, but also what it means to instruct and assess students across domains of study in order to judge integration and transfer of learning outcomes. Finally, the book examines what it takes for administrators and educators to develop competence in assessment, such as reliably judging student work in relation to criteria from multiple sources. ... the co-editors of this volume, Marcia Mentkowski and Paul F. Wimmers, are associated with two institutions whose characters are so intimately associated with the insight that assessment must be integrated with curriculum and instructional program if it is to become a powerful influence on the educational process ... Lee Shulman, Stanford University |
| competency based assessment in education: Principles of Assessment in Medical Education Tejinder Singh, Anshu,, 2021-10-30 |
| competency based assessment in education: Reinventing Crediting for Competency-Based Education Jonathan E. Martin, 2019-08-29 Many argue that the conventional high school transcript has become irrelevant to today’s best practices in teaching, learning, and assessment. With more and more school leaders turning to alternate, competency-based approaches for learning, crediting and transcripts can follow suit by drawing on badging, micro-crediting, digital portfolios of student work, and other emerging tools. Reinventing Crediting for Competency-Based Education explores the need for this transformation while detailing the implementation of promising models, particularly the Mastery Transcript Consortium. Written by an experienced consultant and former school leader, this book will assist school and district administrators in making a forward-thinking crediting and transcript system work for their students’ futures. |
| competency based assessment in education: Vocational Teacher Education in Central Asia Jens Drummer, Gafurjon Hakimov, Mamatair Joldoshov, Thomas Köhler, Svetlana Udartseva, 2018-03-06 This book is open access under a CC-BY license. The volume presents papers on vocational education, project-based learning and science didactic approaches, illustrating with sample cases, and with a special focus on Central Asian states. Thematically embedded in the area of Technical Vocational Education and Training (TVET), the book examines the following main topics: project-based learning (PBL), specific didactics with a linkage to food technologies and laboratory didactics, media and new technologies in TVET, evaluation of competencies including aspects of measurement, examination issues, and labour market and private sector issues in TVET, and research methods with a focus on empirical research and the role of scientific networks. It presents outcomes from TVET programmes at various universities, colleges, and teacher training institutes in Central Asia. |
| competency based assessment in education: Competence Based Education and Training (CBET) and the End of Human Learning John Preston, 2017-05-04 This book radically counters the optimism sparked by Competence Based Education and Training, an educational philosophy that has re-emerged in Schooling, Vocational and Higher Education in the last decade. CBET supposedly offers a new type of learning that will lead to skilled employment; here, Preston instead presents the competency movement as one which makes the concept of human learning redundant. Starting with its origins in Taylorism, the slaughterhouse and radical behaviourism, the book charts the history of competency education to its position as a global phenomenon today, arguing that competency is opposed to ideas of process, causality and analog human movement that are fundamental to human learning. |
| competency based assessment in education: How to Grade for Learning Ken O'Connor, 2017-10-04 Implement standards-based grading practices that help students succeed! Classroom assessment methods should help students develop to their full potential, but meshing traditional grading practices with students’ achievement on standards has been difficult. Making lasting changes to grading practices requires both knowledge and willpower. Discover eight guidelines for good grading, recommendations for practical applications, and suggestions for implementing new grading practices as well as: ? The why’s and the how-to’s of implementing standards-based grading practices ? Tips from 48 nationally and internationally known authors and consultants ? Additional information on utilizing level scores rather than percentages ? Reflective exercises ? Techniques for managing grading more efficiently |
| competency based assessment in education: Competency-based Language Teaching in Higher Education María Luisa Pérez Cañado, 2012-11-28 Spanning the divide between the theory and praxis of competency-based teaching in tertiary language education, this volume contains invaluable practical guidance for the post-secondary sector on how to approach, teach, and assess competencies in Bologna-adapted systems of study. It presents the latest results of prominent European research projects, programs of pedagogical innovation, and thematically linked academic networks. Responding to a profound need for a volume addressing the practical aspects of the newly designed language degrees now being rolled out across Europe, this essential contribution pools the insights of a prestigious set of scholars, practitioners, and policy makers from diverse parts of Europe and the US. It will inform crucial decisions about instituting and evaluating competencies in a new generation of language studies programmes. |
| competency based assessment in education: Competence-based Assessment Techniques Shirley Fletcher, 2000 A critical guide to the key principles, methods, implications and benefits of competence-based techniques and vocational qualifications. Part One examines the purpose and use of the different competence-based systems while Part Two gives practical information on implementation. Developments in competence-based assessment outside the UK is also covered. Case studies and checklists are included. |
| competency based assessment in education: ABC of Learning and Teaching in Medicine Peter Cantillon, Diana F. Wood, Sarah Yardley, 2017-09-25 ABC of Learning and Teaching in Medicine is an invaluable resource for both novice and experienced medical teachers. It emphasises the teacher’s role as a facilitator of learning rather than a transmitter of knowledge, and is designed to be practical and accessible not only to those new to the profession, but also to those who wish to keep abreast of developments in medical education. Fully updated and revised, this new edition continues to provide an accessible account of the most important domains of medical education including educational design, assessment, feedback and evaluation. The succinct chapters contained in this ABC are designed to help new teachers learn to teach and for experienced teachers to become even better than they are. Four new chapters have been added covering topics such as social media; quality assurance of assessments; mindfulness and learner supervision. Written by an expert editorial team with an international selection of authoritative contributors, this edition of ABC of Learning and Teaching in Medicine is an excellent introductory text for doctors and other health professionals starting out in their careers, as well as being an important reference for experienced educators. |
| competency based assessment in education: Competency-Based Education in Aviation Suzanne K. Kearns, Timothy J. Mavin, Steven Hodge, 2017-05-15 Whether a trainee is studying air traffic control, piloting, maintenance engineering, or cabin crew, they must complete a set number of training 'hours' before being licensed or certified. The aviation industry is moving away from an hours-based to a competency-based training system. Within this approach, training is complete when a learner can demonstrate competent performance. Training based on competency is an increasingly popular approach in aviation. It allows for an alternate means of compliance with international regulations - which can result in shorter and more efficient training programs. However there are also challenges with a competency-based approach. The definition of competency-based education can be confusing, training can be reductionist and artificially simplistic, professional interpretation of written competencies can vary between individuals, and this approach can have a high administrative and regulatory burden. Competency-Based Education in Aviation: Exploring Alternate Training Pathways explores this approach to training in great detail, considering the four aviation professional groups of air traffic control, pilots, maintenance engineers, and cabin crew. Aviation training experts were interviewed and have contributed professional insights along with personal stories and anecdotes associated with competency-based approaches in their fields. Research-based and practical strategies for the effective creation, delivery, and assessment of competency-based education are described in detail. |
| competency based assessment in education: Competence-based Vocational and Professional Education Martin Mulder, 2016-09-08 This book presents a comprehensive overview of extant literature on competence-based vocational and professional education since the introduction of the competence concept in the 1950s. To structure the fi eld, the book distinguishes between three approaches to defi ning competence, based on 1.functional behaviourism, 2. integrated occupationalism, and 3. situated professionalism. It also distinguishes between two ways of operationalizing competence: 1. behaviour-oriented generic, and 2. task-oriented specifi c competence. Lastly, it identifi es three kinds of competencies, related to: 1. specific activities, 2. known jobs, and 3. the unknown future. Competence for the unknown future must receive more attention, as our world is rapidly evolving and there are many ‘glocal’ challenges which call for innovation and a profound transformation of policies and practices. Th e book presents a range of diff erent approaches to competence-based education, and demonstrates that competencebased education is a worldwide innovation, which is institutionalized in various ways. It presents the major theories and policies, specifi c components of educational systems, such as recognition, accreditation, modelling and assessment, and developments in discipline-oriented and transversal competence domains. Th e book concludes by synthesizing the diff erent perspectives with the intention to contribute to further improving vocational and professional education policy and practice. Joao Santos, Deputy Head of Unit C5, Vocational Training and Adult Education, Directorate General for Employment, Social Aff airs and Inclusion, European Commission: “This comprehensive work on competence-based education led by Martin Mulder, provides an excellent and timely contribution to the current debate on a New Skills Agenda for Europe, and the challenge of bridging the employment and education and training worlds closer together. Th is book will infl uence our work aimed at improving the relevance of vocational education to support initial and continuing vocational education and training policy and practice aimed at strengthening the key competencies for the 21st century.” Prof. Dr. Reinhold Weiss, Deputy President and Head of the Research, Federal Institute for Vocational Education and Training (BIBB), Bonn, Germany: “This book illustrates that the idea and concept of competence is not only a buzzword in educational debates but key to innovative pedagogical thinking as well as educational practice.” Prof. Dr. Johanna Lasonen, College of Education, University of South Florida, Tampa, USA: Competence-based Vocational and Professional Education is one of the most important multi-disciplinary book in education and training. Th is path-breaking book off ers a timely, rich and global perspective on the fi eld. Th e book is a good resource for practitioners, policymakers and researchers. |
| competency based assessment in education: Visible Learning for Mathematics, Grades K-12 John Hattie, Douglas Fisher, Nancy Frey, Linda M. Gojak, Sara Delano Moore, William Mellman, 2016-09-15 Selected as the Michigan Council of Teachers of Mathematics winter book club book! Rich tasks, collaborative work, number talks, problem-based learning, direct instruction...with so many possible approaches, how do we know which ones work the best? In Visible Learning for Mathematics, six acclaimed educators assert it’s not about which one—it’s about when—and show you how to design high-impact instruction so all students demonstrate more than a year’s worth of mathematics learning for a year spent in school. That’s a high bar, but with the amazing K-12 framework here, you choose the right approach at the right time, depending upon where learners are within three phases of learning: surface, deep, and transfer. This results in visible learning because the effect is tangible. The framework is forged out of current research in mathematics combined with John Hattie’s synthesis of more than 15 years of education research involving 300 million students. Chapter by chapter, and equipped with video clips, planning tools, rubrics, and templates, you get the inside track on which instructional strategies to use at each phase of the learning cycle: Surface learning phase: When—through carefully constructed experiences—students explore new concepts and make connections to procedural skills and vocabulary that give shape to developing conceptual understandings. Deep learning phase: When—through the solving of rich high-cognitive tasks and rigorous discussion—students make connections among conceptual ideas, form mathematical generalizations, and apply and practice procedural skills with fluency. Transfer phase: When students can independently think through more complex mathematics, and can plan, investigate, and elaborate as they apply what they know to new mathematical situations. To equip students for higher-level mathematics learning, we have to be clear about where students are, where they need to go, and what it looks like when they get there. Visible Learning for Math brings about powerful, precision teaching for K-12 through intentionally designed guided, collaborative, and independent learning. |
| competency based assessment in education: The Lumina Degree Qualifications Profile (DQP) Peter T. Ewell, Association of American Colleges and Universities, Lumina Foundation for Education, 2013-05-06 |
| competency based assessment in education: Getting Smart Tom Vander Ark, 2011-09-20 A comprehensive look at the promise and potential of online learning In our digital age, students have dramatically new learning needs and must be prepared for the idea economy of the future. In Getting Smart, well-known global education expert Tom Vander Ark examines the facets of educational innovation in the United States and abroad. Vander Ark makes a convincing case for a blend of online and onsite learning, shares inspiring stories of schools and programs that effectively offer personal digital learning opportunities, and discusses what we need to do to remake our schools into smart schools. Examines the innovation-driven world, discusses how to combine online and onsite learning, and reviews smart tools for learning Investigates the lives of learning professionals, outlines the new employment bargain, examines online universities and smart schools Makes the case for smart capital, advocates for policies that create better learning, studies smart cultures |
| competency based assessment in education: Designing Authentic Performance Tasks and Projects Jay McTighe, Kristina J. Doubet, Eric M. Carbaugh, 2020-02-18 Aimed at the growing number of educators who are looking to move beyond covering the curriculum, Designing Authentic Performance Tasks and Projects provides a comprehensive guide to ensuring students' deeper learning—in which they can transfer their knowledge, skills, and understandings to the world beyond the classroom. Readers will learn how to * Create authentic tasks and projects to address both academic standards and 21st century skills. * Apply task frames to design performance tasks that allow voice and choice for students. * Design and use criterion-based evaluation tools and rubrics for assessment, including those for students to use in self-assessment and peer assessment. * Incorporate performance-based instructional strategies needed to prepare students for authentic performance. * Differentiate tasks and projects for all students, including those needing additional support or challenge. * Effectively manage the logistics of a performance-based classroom. * Use project management approaches to facilitate successful implementation of tasks and projects. * Develop performance-based curriculum at the program, school, and district levels. Authors Jay McTighe, Kristina J. Doubet, and Eric M. Carbaugh provide examples and resources across all grade levels and subject areas. Teachers can use this practical guidance to transform their classrooms into vibrant centers of learning, where students are motivated and engaged and see relevance in the work they are doing. |
| competency based assessment in education: Competency-based Education Programs in Texas Lindsay Daugherty, Van L. Davis, Trey Miller, 2015 This report describes competency-based education in Texas by documenting six institutions that currently offer these programs and recent efforts of the state to support them. |
| competency based assessment in education: Dare to Lead Brené Brown, 2018-10-09 #1 NEW YORK TIMES BESTSELLER • Brené Brown has taught us what it means to dare greatly, rise strong, and brave the wilderness. Now, based on new research conducted with leaders, change makers, and culture shifters, she’s showing us how to put those ideas into practice so we can step up and lead. Don’t miss the five-part Max docuseries Brené Brown: Atlas of the Heart! ONE OF BLOOMBERG’S BEST BOOKS OF THE YEAR Leadership is not about titles, status, and wielding power. A leader is anyone who takes responsibility for recognizing the potential in people and ideas, and has the courage to develop that potential. When we dare to lead, we don’t pretend to have the right answers; we stay curious and ask the right questions. We don’t see power as finite and hoard it; we know that power becomes infinite when we share it with others. We don’t avoid difficult conversations and situations; we lean into vulnerability when it’s necessary to do good work. But daring leadership in a culture defined by scarcity, fear, and uncertainty requires skill-building around traits that are deeply and uniquely human. The irony is that we’re choosing not to invest in developing the hearts and minds of leaders at the exact same time as we’re scrambling to figure out what we have to offer that machines and AI can’t do better and faster. What can we do better? Empathy, connection, and courage, to start. Four-time #1 New York Times bestselling author Brené Brown has spent the past two decades studying the emotions and experiences that give meaning to our lives, and the past seven years working with transformative leaders and teams spanning the globe. She found that leaders in organizations ranging from small entrepreneurial startups and family-owned businesses to nonprofits, civic organizations, and Fortune 50 companies all ask the same question: How do you cultivate braver, more daring leaders, and how do you embed the value of courage in your culture? In Dare to Lead, Brown uses research, stories, and examples to answer these questions in the no-BS style that millions of readers have come to expect and love. Brown writes, “One of the most important findings of my career is that daring leadership is a collection of four skill sets that are 100 percent teachable, observable, and measurable. It’s learning and unlearning that requires brave work, tough conversations, and showing up with your whole heart. Easy? No. Because choosing courage over comfort is not always our default. Worth it? Always. We want to be brave with our lives and our work. It’s why we’re here.” Whether you’ve read Daring Greatly and Rising Strong or you’re new to Brené Brown’s work, this book is for anyone who wants to step up and into brave leadership. |
| competency based assessment in education: Formative Assessment & Standards-Based Grading Robert J. Marzano, 2011-10-27 Learn everything you need to know to implement an integrated system of assessment and grading. The author details the specific benefits of formative assessment and explains how to design and interpret three different types of formative assessments, how to track student progress, and how to assign meaningful grades. Detailed examples bring each concept to life, and chapter exercises reinforce the content. |
| competency based assessment in education: Educational Research and Innovation Schooling Redesigned Towards Innovative Learning Systems OECD, 2015-10-22 What does redesigning schools and schooling through innovation mean in practice? How might it be brought about? These questions have inspired an influential international reflection on “Innovative Learning Environments” (ILE) led by the OECD. |
| competency based assessment in education: ADKAR Jeff Hiatt, 2006 In his first complete text on the ADKAR model, Jeff Hiatt explains the origin of the model and explores what drives each building block of ADKAR. Learn how to build awareness, create desire, develop knowledge, foster ability and reinforce changes in your organization. The ADKAR Model is changing how we think about managing the people side of change, and provides a powerful foundation to help you succeed at change. |
| competency based assessment in education: Education for Life and Work National Research Council, Division of Behavioral and Social Sciences and Education, Board on Science Education, Board on Testing and Assessment, Committee on Defining Deeper Learning and 21st Century Skills, 2013-01-18 Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as 21st century skills. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums. |
| competency based assessment in education: Knowing What Students Know National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Board on Testing and Assessment, Committee on the Foundations of Assessment, 2001-10-27 Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates. |
| competency based assessment in education: Competency-based Education Gene E. Hall, Howard L. Jones, 1976 |
| competency based assessment in education: Common Formative Assessments 2.0 Larry Ainsworth, Donald Viegut, 2014-11-14 Assessments that improve the speed and quality of learning—fully updated for teacher teams! In this expanded, all-new edition, author Larry Ainsworth provides a system of intentionally aligned components (standards, instruction, assessments, and data analysis) that all work together to improve student learning. Readers will learn to: Build the “highway” to aligned assessments Decide the learning intentions and student success criteria for a unit of study Evaluate and revise assessment questions for quality Plan the learning progressions for students to attain the learning intentions Create quick progress checks to coincide with the learning progressions Use assessment results as feedback to adjust instruction and student learning strategies Upgrade your CFAs using CFA 2.0! CFA 2.0 is so much more than assessment design. It shows teachers how they can intentionally align standards, instruction, assessment, and data analysis in every unit of study. |
| competency based assessment in education: Competency-based Education Larry McClure, 1981 Leading educators explore the meaning and development of competency and the competency-based approach; review complex problems and issues pertaining to program development; examine the role of instruction in achieving competency-based education; describe school and non-school programs being implemented; probe evaluation issues; and examine implications of competency based education for secondary school practice. |
| competency based assessment in education: A Leader's Guide to Competency-Based Education Laurie Dodge, Deborah J. Bushway, Charla S. Long, 2023-07-03 As interest in competency-based education (CBE) continues to grow by leaps and bounds, the need for a practical resource to guide development of high-quality CBE programs led the authors to write this book. Until now, there has been no how-to manual that captures in one place a big picture view of CBE along with the down-to-earth means for building a CBE program.A variety of pressures are driving the growth in CBE, including the need for alternatives to the current model of higher education (with its dismal completion rates); the potential to better manage the iron triangle of costs, access, and quality; the need for graduates to be better prepared for the workforce; and the demands of adult learners for programs with the flexible time and personalized learning that CBE offers.Designed to help institutional leaders become more competent in designing, building, and scaling high-quality competency-based education (CBE) programs, this book provides context, guidelines, and process. The process is based on ten design elements that emerged from research funded by the Gates Foundation, and sponsored by AAC&U, ACE, EDUCAUSE, and the Competency-Based Education Network (C-BEN), with thought partners CAEL and Quality Matters. In short, the book will serve administrators, higher education leaders, faculty, staff, and others who have an interest in CBE by:• Giving context to enable the audience to discover the importance of each design element and to help frame the CBE program (the “why”);• Providing models, checklists, and considerations to determine the “what” component for each design element;• Sharing outlines and templates for the design elements to enable institutions to build quality, relevant, and rigorous CBE programs (the “how”). |
| competency based assessment in education: Proficiency-based Instruction Eric Twadell, Mark Onuscheck, Troy Gobble, Anthony R. Reibel, 2019 In Proficiency-Based Instruction: Rethinking Lesson Design and Delivery authors Eric Twadell, Mark Onuscheck, Anthony Reibel, and Troy Gobble offer a comprehensive guide in proficiency-based instruction and its implementation. The authors begin with a persuasive explanation of the benefits of changing from traditional instruction to one based on student proficiency. However, they recognize that the process of switching from long-standing, traditional methods of instruction to an entirely new method are both daunting and confusing. Thus, the authors offer a process of five comprehensive steps based on the creative process-(1) preparation, (2) incubation, (3) insight, (4) evaluation, and (5) elaboration-that educators can follow to make the switch to proficiency-based instruction. Moreover, the authors ensure that no instructor will go through this process alone by offering the tools necessary to carry out these steps as part of a collaborative team. Through this book, readers will gain all the tools and strategies they need to make the switch from traditional methods of instruction to a system of proficiency-based instruction. |
| competency based assessment in education: Oxford Textbook of Medical Education Kieran Walsh, 2016 Providing a comprehensive and evidence-based reference guide for those who have a strong and scholarly interest in medical education, the Oxford Textbook of Medical Education contains everything the medical educator needs to know in order to deliver the knowledge, skills, and behaviour that doctors need. The book explicitly states what constitutes best practice and gives an account of the evidence base that corroborates this. Describing the theoretical educational principles that lay the foundations of best practice in medical education, the book gives readers a through grounding in all aspects of this discipline. Contributors to this book come from a variety of different backgrounds, disciplines and continents, producing a book that is truly original and international. |
UNDERSTANDING COMPETENCY-BASED EDUCATION - Education …
Competency-based education is an approach to teaching and learning that clearly identifies the competencies that students must master. Prior learning assessment is a tool used to assess …
Competency Based Assessment - NMC
• Understand the differences between the traditional assessment and Competency Based Assessment (CBA). • Understand the components of competency based assessment. • …
What Is Competency-Based Education?
Competency-based education is being implemented at deeper levels in more schools every year. It is a major shift in school culture, structures, and pedagogy focused on ensuring that all …
COMPETENCY-BASED EDUCATION: THEORY AND PRACTICE
As Gervais (2016) stated, Competency-based education (CBE) is “a synthesis between a liberal arts education and the professional education movement.” Briefly, it is the redesign of the …
Guiding Principles for Competency-Based Education
following key components of competency-based education (CBE) provide a foundation for implementing CBE: outcome competencies, sequenced progression, tailored learning …
Competency-Based Education as Curriculum and Assessment …
Competency-based medical education (CBME) is an educational method that assumes integrative learning by relying on defined competencies for learners to master during their education. …
Getting started with competency-based education
To support students’ academic needs and interests, educators may consider using competency-based education (CBE) strategies. CBE refers to educational practices that emphasize …
What is competence? A shared interpretation of ... - Cambridge Assessment
This is a widely recognised challenge of work on competence (Ashworth & Saxton, 1990; Rychen & Salganik, 2001). Indeed, there are many different definitions, models and approaches to …
COMPETENCY-BASED CURRICULUM: A FRAMEWORK FOR …
provides framework for aligning teaching and learning processes to equip trainees with requisite skills and competencies to perform in the world of work. The study examines relevant literature …
A five-dimensional framework for authentic assessment
Five dimensions of authentic assess-ment were distinguished: (a) the assessment task, (b) the physical context, (c) the social con-text, (d) the assessment result or form, and (e) the …
What Is Competency- Based Education? - Aurora Institute
• Competency-based education is driven by the equity-seeking need to transform our educational system so all students can and will learn through full engagement and support and through …
A Guide to Assessment in Cometency-based Education - D2L
In this guide, we’ll explore that process in higher education, and how assessment difers in CBE programs. Assessment in Higher Education. ASSESSMENT STRATEGY. When it comes to …
Transforming Learning through Competency-Based Education
competency-based education systems look like and how they work. Pilots offer a commu-nity of innovative practice statewide, with professional development, to build educator capacity for …
Competency Based Education: Best Practices and …
The purpose of this qualitative study was to explore the landscape of Competency-Based Education in institutions of higher education, and how these institutions have successfully …
Competency-Based Education and Assessment Model: …
Identify the components of an explicitly stated learning outcome. Articulate strategies for creating learning experiences that are experiential. Examine principles for creating competency-based …
How Systems of Assessments Aligned with Competency-Based
How Can Assessment, Aligned with Competency-Based Education, Advance Equity? Competency-based education holds promise as a model for fostering equity, but only if equity …
Competency Based Education and Assessment
21 Mar 2021 · Definition of CBE: Competency-based education refers to a system of instruction, assessment, feedback, self-reflection, and academic reporting that is based on students …
COMPETENCY-BASED ASSESSMENT AND THE USE OF PERFORMANCE-BASED …
Competency-based assessment (CBA) has been a relevant educational topic for almost 25 . years. It is common knowledge that its complex condition comes from its roots in competency …
A REVIEW OF COMPETENCY-BASED LEARNING Accepted Article
Competency-based learning (CBL) is an outcome-based, student-centered form of instruction where students progress to more advanced work upon mastering the necessary pre-requisite …
Assessment criteria for competency-based education: a study …
The main goal of competency-based assessment is to assess students' ability to. perform professional tasks in accordance with specific criteria (Gulikers et al. 2010). For novice …
UNDERSTANDING COMPETENCY-BASED EDUCATION - Education C…
Competency-based education is an approach to teaching and learning that clearly identifies the competencies that students must master. Prior learning assessment is a tool used to …
Competency Based Assessment - NMC
• Understand the differences between the traditional assessment and Competency Based Assessment (CBA). • Understand the components of competency based …
What Is Competency-Based Education?
Competency-based education is being implemented at deeper levels in more schools every year. It is a major shift in school culture, structures, and pedagogy …
COMPETENCY-BASED EDUCATION: THEORY AND PRACTICE
As Gervais (2016) stated, Competency-based education (CBE) is “a synthesis between a liberal arts education and the professional education movement.” Briefly, it is the …
Guiding Principles for Competency-Based Education
following key components of competency-based education (CBE) provide a foundation for implementing CBE: outcome competencies, sequenced progression, …
