I stumbled across a very helpful article Competency-based education: learning at a time of change in Proceedings of “European/national initiatives to foster competency-based teaching and learning” European Conference 2014. Although there are issues to be considered in translating our competencies to the European competences, this article summarizes a number of ideas that I think will be helpful. (See International Study in Competency Education: Postcards from Abroad for more background info.)
I’ve plucked a number of the sections below for you to look at:
- Attributes of competency-based learning (for the learner themselves)
- Attributes of competency-based teaching
- Considerations for writing competency-based objectives
Just keep in mind as you read this that the structure has everything linking back to the outcome — and we know that it in fact we need to keep students at the core.
1. What are the key attributes of competency-based learning?
- Understand how one learns best (style)
- Understand exactly what is expected outcome(s) of learning
- Take responsibility for one’s learning
- Motivated to learn – goal oriented
- Ethical person and practitioner
- Critical thinker
- Self-assess learning and performance
- Commitment to ongoing learning
2. What are the attributes of competency-based teaching?
- Understanding how learners learn
- Matching principles of learning and teaching
- Facilitating not controlling learning
- Modeling humility, critical thinking, respect, competency and caring at all times
- Supporting acquisition of knowledge, skills, and professional behaviors in all learning domains (cognitive, psychomotor, affective)
- Promote and expect learner accountability for learning
- Provide timely, specific feedback on learner progress beginning with learner self-assessment
- Individualize learning experiences according to needs
- Expect increasing complexity of performance as the learner progresses throughout the program
3. What should be considered when writing competency-based objectives?
- Objective: Is the objective related to intended outcome(s), rather than the process for achieving the outcome(s)?
- Performance: Is the performance of the learner relevant to the learning outcome?
- Conditions: Are the conditions, the context, of the performance relevant to the learning outcome?
- Criteria: Are the criteria relevant to the learning outcome? Are they tangible? Are they measurable? Are they sufficient?
- Performance: What will learners be able to do?
- Conditions: What are the conditions under which they have to perform?
- Criteria: How will we/they know if they perform successfully?