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Wood & Power go on to say that a successful conceptualisation of competence would show "how specific competencies are integrated at a higher level and would also accommodate changing patterns of salience among these skills and abilities at different ages and in different contexts" (pp. 414-415). These authors emphasise the importance of a developmental approach to competence that is not fixated by operational definitions such that what we can measure is taken to be what develops.
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Typically competencies are described in terms of observable behaviour and explicit criteria. Like its forerunner behavioural objectives, the language of competence invites a spurious precision and elaboration in the definition of good or effective practice. The specification of competence is assessment led in that it is usually associated with a statement which defines performance criteria and expected levels of performance. Like the objectives model, competency-based approaches to professional education and training attempt to improve educational practice by increasing clarity about ends.
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Such models can be highly reductive, providing atomised lists of tasks and functions, or they can be highly generalised, offering descriptions of motivational dispositions or cognitive abilities such as problem-solving. In the case of the former the sum of the parts rarely if ever represents the totality of good practice; paradoxically the role is under-determined by the specification. In the case of the latter it is difficult if not impossible to provide an operational account of a disposition or ability that does not rest solely on situational judgement. A more significant feature of models of competence is that in their tidiness and precision, far from preserving the essential features of expertise, they distort and understate the very things they are trying to represent.
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CAEL - To "Direct Assessment" or Not to "Direct Assessment" - 0 views
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"direct assessment" provision in the Higher Education Act
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We encourage every college to consider developing competency-based degree programs. Don't wait. Now is the time.
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will open the door for the low-income students who need it the most.
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An "All You Can Eat" College Degree Could Be The Future Of Higher Education | Co.Exist ... - 0 views
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The model is fundamentally different, however, than any other adult bachelor programs that you’ve heard of. Students will pay a flat subscription fee of $2,250 for three month’s of “all you can eat” access. During that time. they’ll be able to use the school’s instructional content online, its advisors, and other resources. More importantly, they’ll be welcome to try to pass as many “competency tests” as they want.
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“We are in essence creating a virtual university--a new one,” says Ray Cross, Chancellor of UW Colleges and UW-Extension. “What is a full-time student in a self-paced competency-based model? Well, we’ve got to define that.”
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Only 10 students will be accepted for each degree program in January 2014, but as the program expands, Cross says the “sky is the limit,” especially given how many students are open to self-taught online courses around the world.
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Group of seven major universities seeks to offer online microcredentials | InsideHigherEd - 3 views
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Tentatively dubbed the University Learning Store, the project is a joint effort involving the Georgia Institute of Technology, Northwestern University, the University of Washington, the University of California’s Davis, Irvine and Los Angeles campuses, and the University of Wisconsin Extension.
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How should quality assurance for competency-based ed work? - Page 2 of 2 - eCampus News... - 0 views
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The government should learn from its lessons and shift from funding based on inputs to focusing on incentivizing the outcomes it would like to see from higher education.
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A better path forward would be for the federal government to encourage a variety of experiments over the coming years that try out different approaches in a controlled way, all while releasing programs from the current input-based constraints to learn what works, in what combinations and circumstances, and what are the unintended consequences.
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A key tenet of all the efforts is that employers, along with students, are likely best positioned to determine program quality—and programs that align their assessments to the competencies employers need will likely be in a strong place.
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Data, Technology, and the Great Unbundling of Higher Education | EDUCAUSE - 2 views
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the "4 Rs" that have emerged as the dominant metrics in higher education: Rankings Research Real Estate Rah! (Sports)
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as Purdue University President Mitch Daniels has said: "Higher education has to get past the 'take our word for it' era. Increasingly, people aren't."2
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the market is no longer viewing the 4 Rs as proxies of excellence.
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7 competency-based higher ed programs to keep an eye on | Education Dive - 0 views
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ompetency-based education, also known as direct assessment learning, is a sometimes-controversial model that has gained ground in recent months.
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Advocates say competency-based ed puts the focus on students’ capabilities rather than how many hours per week they spend in the classroom. The benefit for employers, they say, is that prospective employees can be judged more easily, based on their demonstrated competencies rather than guessing how their grades will translate to real-world work. By
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In September, an audit by the department’s Office of Inspector General found that the department was not adequately addressing the risks posed by competency-based/direct assessment programs, increasing the likelihood that schools would create programs that didn’t meet criteria to receive Title IV federal financial aid.
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