scholarly journals Becoming familiar with competency-based student assessment: An evaluation of workshop outcomes

2010 ◽  
Vol 12 (6) ◽  
pp. 545-554 ◽  
Author(s):  
Alison Ferguson ◽  
Sue McAllister ◽  
Michelle Lincoln ◽  
Lindy McAllister ◽  
Susanne Owen
Keyword(s):  
Student Assessment ◽  
Competency Based

scholarly journals A competency-based contract and student assessment for implementing US Council on Social Work Education (CSWE) 2008 competencies in field education

2012 ◽  
Vol 10 (3) ◽  
pp. 17-36
Author(s):  
Karen Tapp
Keyword(s):  
Social Work ◽  
Student Learning ◽  
Social Work Education ◽  
Assessment Tool ◽  
Student Assessment ◽  
Field Education ◽  
Individual Student ◽  
Competency Based ◽  
Work Education ◽  
Learning Contract

This article introduces a competency-based integrated learning contract and student assessment for social work field education. Historically, learning contracts and student assessments have often been two separate documents and could appear unconnected. In addition, individually developed student learning objectives could lack consistency across placement settings. The proposed learning contract seeks to remedy these limitations and was created based on field supervisors’, field students’, social work faculty feedback, and the Council on Social Work Education (CSWE) 2008 competencies. This article describes how the instrument was developed, pilot-tested, and then fine-tuned. The contract provides significant direction for field student learning while still allowing for individual student created competencies. The learning contract and student assessment tool itself is provided for ease of implementing and adapting to other field programs.

scholarly journals Evaluating the Students Assessment in Residency Program Based on Competency Based Approach

2019 ◽  
Author(s):  
F Keshmiri ◽  
Atefeh Sadat Heydari
Keyword(s):  
Residency Program ◽  
Educational Administration ◽  
Evaluation System ◽  
Student Assessment ◽  
Moderate Level ◽  
Assessment System ◽  
Cognitive Domain ◽  
Implementation Framework ◽  
The Status ◽  
Competency Based

Introduction: The present study aimed to evaluate an assessment system in residency program based on a competency-based approach. Methods: The establishment of the assessment as a quality improvement of clinical education has progressed since 1396 in Shahid Sadoughi University of Medical Sciences.  In this study, the evaluation the assessment system was carried out in 6 steps including the formulation of an evaluation plan, the design of tools, information gathering and data analysis, reporting and feedback. The evaluation was conducted through site visite by using a checklist, reviewing the documentation and interviewing the educational managers. Data were analyzed using descriptive tests. Result: The student assessment system was evaluated in 16 residenty departments. The status of the establishment of a student assessment system in the "objectives", "structure and organization" axes, is desirable, and in "design and implementation framework" and "quality assurance" is in moderate level. In all of the departments were devlepoded assessment bluprinet to determine the capabilities and tools appropriate for assessing them. The results indicated 83% of the capabilities on average were measured in departments. The most diversity in the assessment of learners' abilities was reported in the written tests (cognitive domain) using three tests (Multi-Choice Questions, Essay and Oral Exam. Also, the status of the formative tests was evaluated in "moderate" level. Conclusion:   The results of the evaluation show that although key steps have been taken towards implementing the student evaluation system in the residency departments. But, for the establishment of the system need to plan base on the competency-based assessment at the departments and educational administration levels.

scholarly journals Managing Competency-Based Teaching of Teachers at Specialized High Schools in Hanoi

2021 ◽  
Vol 04 (10) ◽  
Author(s):  
Nguyen Thi Nga ◽  
Keyword(s):  
High Schools ◽  
Teaching Methods ◽  
Student Assessment ◽  
Teaching Program ◽  
Educational Facilities ◽  
Teaching Environment ◽  
Teaching Activities ◽  
Teaching Goals ◽  
Competency Based

Managing competency-based teaching activities of teachers at specialized high schools includes 7 aspects: 1) Managing teaching goals; 2) Managing content of the teaching program; 3) Managing teaching methods; 4) Managing forms of teaching; 5) Managing educational facilities and equipment; 6) Managing the teaching environment; 7) Managing student assessment. A survey of 152 leaders and teachers at 3 specialized high schools in Hanoi on the management of competency-based teaching activities of teachers at specialized high schools showed that management of competency-based teaching activities was performed well and relatively even among 7 aspects.

Competency-Determined Curriculum as an Instructional Technology

1978 ◽  
Vol 6 (3) ◽  
pp. 187-200 ◽  
Author(s):  
Thomas E. Cyrs
Keyword(s):  
Instructional Technology ◽  
Curriculum Development ◽  
Professional Practice ◽  
Curriculum Design ◽  
Student Assessment ◽  
Health Sciences ◽  
Primary Curriculum ◽  
Valid Assessment ◽  
Competency Based ◽  
Development Assessment

Competency-based approaches to curriculum design are beginning to have an impact on the health sciences where competence is requisite and mandatory to professional practice and which is purportedly assured through licensure. However, “competent” practice has never really been described in terms that are capable of valid assessment. Competency-based approaches that have been reported in the general literature view the approach as primary curriculum development. Assessment of student competence is seldom given significant consideration. The approach presented in this paper views student assessment as the locus of competency-based approaches from which curriculum development will follow.

scholarly journals Improving Student Success for Diverse Students Utilizing Competency-Based Education

2019 ◽  
Vol 11 (2) ◽  
pp. 67-77
Author(s):  
Alton James
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Student Teacher ◽  
Student Assessment ◽  
Exploratory Research ◽  
Student Work ◽  
Underserved Students ◽  
Competency Based Education ◽  
Competency Based ◽  
Teaching Learning

This research aims to conduct exploratory research on the myriad issues that traditionally underserved students face in average higher education settings and poses a potential curricula and pedagogical solution. Particularly within the humanities, subjectivity can sometimes be infused into the curricula and pedagogy, and student assessment; and may impact student examination scores and overall success. In assessing student work through competency-based education (CBE), underserved students can inject their own experiences into the learning environment. Such participation potentially yields significant learning experiences for the entire teaching-learning pipeline and everyone involved (student, teacher, and classmates). Essentially, the utilization of CBE can allow traditionally underserved students to experience their education at their own pace. CBE has the potential to more sufficiently tend to the holistic needs of the student as well.

Badge it!

2015 ◽  
Vol 43 (1) ◽  
pp. 31-44 ◽  
Author(s):  
Emily Ford ◽  
Betty Izumi ◽  
Jost Lottes ◽  
Dawn Richardson
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Technological Innovation ◽  
New Technologies ◽  
Relevant Literature ◽  
Student Assessment ◽  
Library Instruction ◽  
Content Type ◽  
Pedagogical Design ◽  
Competency Based

Purpose – The purpose of this article is to discuss the collaborative learning outcomes-based approach taken by a librarian and disciplinary faculty members to improve information literacy (IL) curriculum within disciplinary courses. To this end, the team aimed to award badges to certify IL skills. Design/methodology/approach – This article considers relevant literature on competency-based curriculum, technological innovation in higher education, collaboration between library and disciplinary faculty and badges. This literature is used to frame the approach to plan a successful and sustainable project to embed IL in disciplinary curriculum using digital badges. The approach includes mapping learning outcomes and engaging in instructional design tasks – including planning for content delivery and student assessment. Findings – An approach to technological innovation for instructional projects based on the principles of pedagogical design can result in improvements to IL pedagogy and collaboration between librarians and disciplinary faculty, whether or not a technological implementation is successful. Practical implications – Librarians and disciplinary faculty can take a pedagogical and learning outcomes-based approach to embedding IL into disciplinary curricula. Further, despite administrative push for technological innovation, projects can succeed when focused on improvements to pedagogy rather than solely on the implementation of new technologies. Originality/value – Planning for and implementing badges for IL curriculum is in an incipient phase in higher education. This paper uniquely addresses a collaborative approach to be used by librarians to plan and implement embedded library instruction in disciplinary courses, with or without the use of badging technology.

Training Aides to Screen Children for Speech and Language Problems

1976 ◽  
Vol 7 (4) ◽  
pp. 236-241 ◽  
Author(s):  
Marisue Pickering ◽  
William R. Dopheide
Keyword(s):  
Rural Areas ◽  
Large Scale ◽  
School Personnel ◽  
School Age Children ◽  
Speech And Language ◽  
Elementary School Age ◽  
Evaluation Procedures ◽  
Language Problems ◽  
Competency Based ◽  
Large Scale Screening

This report deals with an effort to begin the process of effectively identifying children in rural areas with speech and language problems using existing school personnel. A two-day competency-based workshop for the purpose of training aides to conduct a large-scale screening of speech and language problems in elementary-school-age children is described. Training strategies, implementation, and evaluation procedures are discussed.

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