scholarly journals Competency-Based Evaluation Education: Four Essential Things to Know and Do

2021 ◽  
Vol 35 (3) ◽  
Author(s):  
Cheryl Poth ◽  
Michelle Searle
Keyword(s):  
Lessons Learned ◽  
Student Experiences ◽  
Dynamic Learning ◽  
Knowledge And Skills ◽  
Doctoral Level ◽  
Systems Perspective ◽  
Teaching Context ◽  
Instructional Guidance ◽  
Global Movement ◽  
Competency Based

Evaluator education must provide robust opportunities to support and assess the progressive, lifelong development of relevant knowledge and skills. If we wish to keep pace with the increasingly complex contexts in which evaluators operate, we need to better align our educational approaches with the global movement towards practice competencies guiding the profession. Key among the challenges is the lack of instructional guidance specific to a competency-based approach to evaluator education. In this practice note, we orient readers to the value of competency-based evaluation education and describe the teaching context using a systems perspective to examine the dynamic learning interactions and experiences. We advance four essential instructional features of the competency-based approach revealed by a study documenting the impacts on learning and student experiences. We conclude with lessons learned from reflecting upon our experiences during the development and implementation of a competency-based doctoral-level evaluation course to highlight the mutual benefits for learners and instructors.

THE LAPBOOK AS A DIDACTIC TOOL TO IMPLEMENT INTEGRATED TRAINING IN NATURAL SCIENCE AND TECHNOLOGY AND ENTREPRENEURSHIP AT PRIMARY SCHOOL LEVEL

2018 ◽  
Vol 28 (3) ◽  
pp. 959-963 ◽  
Author(s):  
Yordanka Peycheva ◽  
Snezhana Lazarova
Keyword(s):  
Natural Science ◽  
Lessons Learned ◽  
Point Of View ◽  
School Level ◽  
Integrative Approach ◽  
Educational Goals ◽  
Knowledge And Skills ◽  
Global Issues ◽  
Highly Active ◽  
The World

The formation of comprehensive and in-depth notions of objects and phenomena in the world can be achieved when the mastery of knowledge and skills is carried out in a system realized in the context of integration of different scientific directions. One of the main issues in modern education is related to the contradiction - on one hand between the need to form the skills necessary for the orientation and adaptation of the personality in the dynamics of the globalizing world and on the other - the education which is largely based on unilateral acquiring of knowledge and skills within the different subject areas. This influences the development of a worldview and the formation of an adequate attitude towards the problems under consideration and the world as a whole. The knowledge and skills acquired today are often “locked” in the respective direction. The cross-curricular unity in the curriculum is of a recommended nature, but even if it is realized, it does not fully meet the need for a comprehensive and multifaceted consideration of global issues, as a result of which the student not only understands, reflects, but also applies the lessons learned in the process of creating a product - ideal or material. Combining the intellectual nature of the cognitive process with the practice activity are conditions in which the students are highly active and achieve better learning outcomes. Therefore, it is expedient for the different directions to correspond more closely to each other and to carry out effective cross-curricular integration. The concept of applying an integrative approach in the current paper is based on the idea of creating pedagogical conditions for reconciling the goals and expected outcomes of technology and entrepreneurship and natural sciences studied at the initial stage of the primary education. Integration can take place on two levels - knowledge and skills. We believe that the lapbook as an innovative didactic tool contains the necessary potential for effective realization of the educational goals in both directions in terms of achieving the expected results. In the course of its elaboration, new information is acquired in the field of engineering and technology, specific skills underlying the curricula of technology and entrepreneurship programs are developed. At the same time, a number of subjects from the learning content, which are considered from the natural science point of view, are enriched and perceived in a technological way, after which they find place in an attractive book - a lapbook, made by the students themselves. Its utilitarian value is multiplied by the personal contribution to its creation - not only as an object but also as content. The main topics that are of interest to the students are exploring and preserving nature, jobs, modern technical achievements, holidays and customs. As a result of the adequate integration of competences, tailored to curricula, a number of skills are formed, such as: skills for searching on their own, systematization and presentation of information, and application of the lessons learned in a new situation.

scholarly journals Stakeholders’ perceptions of the nutrition and dietetics needs and the requisite professional competencies in Uganda: a cross-sectional mixed methods study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Peterson Kato Kikomeko ◽  
Sophie Ochola ◽  
Archileo N. Kaaya ◽  
Irene Ogada ◽  
Tracy Lukiya Birungi ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Academic Staff ◽  
Human Nutrition ◽  
Cross Sectional ◽  
Knowledge And Skills ◽  
Bachelor's Degrees ◽  
Competency Based ◽  
Health Systems Performance ◽  
Nutrition And Dietetics ◽  
Work Done

Abstract Background Effective implementation of nutrition and dietetics interventions necessitates professionals in these fields to possess the requisite competencies for health systems performance. This study explored the stakeholders’ perceptions of the community nutrition and dietetics needs, the nature of work done by graduates of the Bachelor’s degree in Human Nutrition/Human Nutrition and Dietetics (HN/HND), and the competencies required of Nutrition and Dietetics professionals in Uganda. Methods A cross-sectional mixed methods design was used. Respondents included 132 graduates of the Bachelor’s degrees in HN/HND obtained from the Makerere and Kyambogo Universities in 2005–2016; 14 academic staff that train HN/HND in the two universities; and 11 HN/HND work/internship supervisors. Data from the graduates was collected through an email-based survey; data from other participants was through face to face interviews using researcher administered questionnaires. Results Most HN/HND respondents (84.8%) obtained their Bachelor’s degrees from Kyambogo University; 61.4% graduated in 2013–2016. Most (64.3%) academic staff respondents were females and the majority (57.1%) had doctorate training. All stakeholders viewed communities as facing a variety of nutrition and dietetics challenges cutting across different Sustainable Development Goals. The nutrition and dietetics interventions requested for, provided, and considered a priority for communities were both nutrition-specific and nutrition-sensitive. Work done by HN/HND graduates encompassed seven main competency domains; the dominant being organizational leadership and management; management of nutrition-related disease conditions; nutrition and health promotion; research; and advocacy, communication, and awareness creation. Conclusions This study shows that nutrition and dietetics challenges in Uganda are multiple and multifaceted; HN/HND graduates are employed in different sectors, provide nutrition-specific and sensitive services in a multisectoral environment, and are expected to possess a variety of knowledge and skills. However, graduates have knowledge and skills gaps in some of the areas they are expected to exhibit competency. We recommend using these findings as a basis for obtaining stakeholder consensus on the key competencies that should be exhibited by all HN/HND graduates in Uganda; developing a HN/HND competency-based education model and a national HN/HND training and practice standard; and undertaking further research to understand the quality and relevancy of HN/HND curricula to Uganda’s job market requirements.

scholarly journals Enhancing Behavioral Health Competencies for Senior Center Staff: Lessons Learned From Workforce Training Efforts

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 1-1
Author(s):  
Bronwyn Keefe ◽  
Jennifer Tripken
Keyword(s):  
Mental Health ◽  
Older Adults ◽  
Behavioral Health ◽  
Lessons Learned ◽  
Organizational Level ◽  
Senior Center ◽  
Senior Centers ◽  
Knowledge And Skills ◽  
Center Staff ◽  
The Impact

Abstract Increases in the numbers of older adults with mental health and substance use concerns compel us to identify best practices in training to address these issues. Senior Centers are an ideal location for behavioral health education programs as they are the go-to place for many older adults. This session will describe a program funded by The Retirement Research Foundation and offered in collaboration with Center for Aging and Disability Education and Research at Boston University and NCOA to increase senior center staff knowledge and skills. Approximately 250 senior center staff in Illinois, Florida, and Wisconsin completed an online certificate in Behavioral Health and Aging. Results show that 100% of respondents felt that the training was useful for their job; 93% felt that they will be a more effective worker as a result of the training; and 97% felt that the information they learned in the training will make a difference with the people they serve. We held key informant interviews to assess the impact of training and participants stated that their knowledge, skills, and behaviors were influenced by the program. At the organizational level, leaders reported new programming related to behavioral health and revised practices and protocols. This presentation will cover: (1) the extent to which training participants mastered the competencies needed for effective practice; (2) knowledge and skills gained from the training program; (3) Senior Centers’ capacity to identify and refer older adults to mental health services; and (4) organizational changes related to behavioral health programming with older adults.

scholarly journals Developing a Functional Food Systems Literacy for Interdisciplinary Dynamic Learning Networks

2021 ◽  
Vol 5 ◽  
Author(s):  
Harley Pope ◽  
Annabel de Frece ◽  
Rebecca Wells ◽  
Rosina Borrelli ◽  
Raquel Ajates ◽  
...  
Keyword(s):  
Functional Food ◽  
Food Systems ◽  
Teaching And Learning ◽  
Food System ◽  
Learning System ◽  
Learning Networks ◽  
Dynamic Learning ◽  
Systems Perspective ◽  
Social Learning System ◽  
The Impact

The impact of human activity on the planet cannot be understated. Food systems are at the centre of a tangled web of interactions affecting all life. They are a complex nexus that directly and indirectly affects, and is affected by, a diverse set of social, environmental and technological phenomena. The complexity and often intractability of these interactions have created a variety of food-related problems that people seek to address in a collaborative and interdisciplinary manner through the adoption of a holistic food systems perspective. However, operationalising a systemic approach to address food system challenges is not a guarantee of success or positive outcomes. This is largely due to the partiality inherent in taking a systems perspective, and the difficulty in communicating these different perspectives among stakeholders. A functional food systems literacy is therefore required to aid people in communicating and collaborating on food system problems within dynamic learning networks. The Interdisciplinary Food Systems Teaching and Learning (IFSTAL) programme has been operating since 2015 as a social learning system to develop a food systems pedagogy with a range of multi-sectoral partners. The findings in this paper arise out of iterative reflexive practice into our teaching approach and delivery methods by former and current staff. In order to foster integrative engagement on food system challenges, we propose and define a functional food systems literacy—a theoretical minimum that can aid diverse stakeholders to explore and intervene in food systems through more effective communication and collaboration. Derived from a reflective analysis of instruments and methods in delivering the IFSTAL programme, we provide a framework that disaggregates functional food systems literacy according to four knowledge types, and includes examples of skills and activities utilised in the IFSTAL programme to support learning in these different domains. We argue that claims to comprehensive food systems knowledge are unrealistic and therefore propose that a functional food systems literacy should focus on providing a means of navigating partial claims to knowledge and uncertainty as well as fostering effective collaboration. We believe that this will enhance the capabilities of stakeholders to work effectively within dynamic learning networks.

Developing a competency framework for Health Professions Education at doctoral level: The first step toward a competency based education

2019 ◽  
Vol 41 (11) ◽  
pp. 1298-1306
Author(s):  
Fatemeh Keshmiri ◽  
Roghayeh Gandomkar ◽  
Sara Mortaz Hejri ◽  
Elahe Mohammadi ◽  
Azim Mirzazadeh
Keyword(s):  
Health Professions ◽  
Health Professions Education ◽  
Competency Framework ◽  
Doctoral Level ◽  
Competency Based Education ◽  
Competency Based

scholarly journals Assessment of Professional Competence in a Construction Management Problem-based Learning Setting

2012 ◽  
Vol 2 (1) ◽  
pp. 47-56 ◽  
Author(s):  
Marcus Jefferies ◽  
Swee Chen ◽  
Jane Conway
Keyword(s):  
Higher Education ◽  
Construction Management ◽  
Professional Competence ◽  
Problem Based Learning ◽  
Management Programme ◽  
Professional Standards ◽  
Student Experiences ◽  
Management Problem ◽  
Competency Based

This paper discusses the congruence between problem-based learning (PBL) and competencybased assessment and describes how competency based assessment has been implementedin a professional construction management programme. The design andunderlying principles of assessment approaches used to determine students' professionalcompetence through use of professional standards to frame learning and assessment arediscussed. Through presentation of preliminary findings of a case study that explores staffand student experiences in the construction management programme, the authors describethe issues and challenges they have encountered in implementing competencybased assessment in a PBL programme within the context of higher education.

scholarly journals Nuance and Noise: Lessons Learned From Longitudinal Aggregated Assessment Data

2017 ◽  
Vol 9 (6) ◽  
pp. 724-729 ◽  
Author(s):  
Teresa M. Chan ◽  
Jonathan Sherbino ◽  
Mathew Mercuri
Keyword(s):  
Tertiary Care ◽  
Lessons Learned ◽  
Teaching Hospitals ◽  
Average Score ◽  
Global Rating ◽  
Multilevel Regression ◽  
Assessment Data ◽  
Workplace Based Assessment ◽  
Competency Based ◽  
The Relationship

ABSTRACT Background  Competency-based medical education requires frequent assessment to tailor learning experiences to the needs of trainees. In 2012, we implemented the McMaster Modular Assessment Program, which captures shift-based assessments of resident global performance. Objective  We described patterns (ie, trends and sources of variance) in aggregated workplace-based assessment data. Methods  Emergency medicine residents and faculty members from 3 Canadian university-affiliated, urban, tertiary care teaching hospitals participated in this study. During each shift, supervising physicians rated residents' performance using a behaviorally anchored scale that hinged on endorsements for progression. We used a multilevel regression model to examine the relationship between global rating scores and time, adjusting for data clustering by resident and rater. Results  We analyzed data from 23 second-year residents between July 2012 and June 2015, which yielded 1498 unique ratings (65 ± 18.5 per resident) from 82 raters. The model estimated an average score of 5.7 ± 0.6 at baseline, with an increase of 0.005 ± 0.01 for each additional assessment. There was significant variation among residents' starting score (y-intercept) and trajectory (slope). Conclusions  Our model suggests that residents begin at different points and progress at different rates. Meta-raters such as program directors and Clinical Competency Committee members should bear in mind that progression may take time and learning trajectories will be nuanced. Individuals involved in ratings should be aware of sources of noise in the system, including the raters themselves.

A Competency Based Assessment Approach to Training and Job Performance in the Field of Chemical Dependency

1979 ◽  
Vol 9 (3) ◽  
pp. 209-215
Author(s):  
Dennis A. Armstrong ◽  
Howard M. Ottenheimer
Keyword(s):  
Drug Abuse ◽  
Job Performance ◽  
Bachelor's Degree ◽  
Assessment Process ◽  
Educational Model ◽  
Knowledge And Skills ◽  
Competency Based Education ◽  
Assessment Approach ◽  
Competency Based ◽  
Alcohol And Drug Abuse

Competency based education is an innovative educational model which can be utilized for training and evaluating alcohol and drug abuse personnel. Basic to this approach is a process of identification and measurement of knowledge and skills associated with the tasks performed by practitioners in the field. An identification and assessment process is described in this paper in reference to the development and implementation of a competency based bachelor's degree program for students majoring in alcohol and drug abuse related areas. Additional applications of a competency based model in areas of licensing, accreditation, funding and evaluation is also suggested.

scholarly journals Transition to Teaching

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
R. Lance Potter ◽  
A. Suzie Henning ◽  
Tara L. Haskins
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
Lessons Learned ◽  
Teacher Preparation Program ◽  
First Year ◽  
Teaching Program ◽  
Application Process ◽  
Teacher Shortages ◽  
Students First ◽  
Competency Based

This article describes lessons learned from the first-year implementation of a Grow Your Own teacher preparation alternative route program, Transition to Teaching. Implemented in a rural area in Washington State facing significant teacher shortages, the Transition to Teaching program reaches potential teachers who may not have access to a four-year college and a high-quality, competency-based teacher preparation program. The Transition to Teaching program fulfills the priority assigned by the state to recruiting and retaining teachers from underrepresented groups. Beginning with describing the design of the program and the application process, we discuss students’ first-year experiences, lessons learned, and solutions developed. Content, strategies, access, and efficiencies are highlighted and advice for new programs is provided. In the end, we prove programs comparable to Transition to Teaching require clear collaboration and coordination as well as oversight to ensure teacher candidates are successful.

scholarly journals Stakeholders’ Perceptions of the Nutrition and Dietetics Needs and the Requisite Professional Competencies in Uganda: A Cross-Sectional Mixed Methods Study

2020 ◽  
Author(s):  
Peterson Kato Kikomeko ◽  
Sophie Ochola ◽  
Archileo N. Kaaya ◽  
Irene Ogada ◽  
Tracy Lukiya Birungi ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Academic Staff ◽  
Human Nutrition ◽  
Cross Sectional ◽  
Knowledge And Skills ◽  
Bachelor's Degrees ◽  
Competency Based ◽  
Health Systems Performance ◽  
Nutrition And Dietetics ◽  
Work Done

Abstract Background: Effective implementation of nutrition and dietetics interventions necessitates professionals in these fields to possess the requisite competencies for health systems performance. This study explored the stakeholders’ perceptions of the community nutrition and dietetics needs, the nature of work done by graduates of the Bachelor’s degree in Human Nutrition/Human Nutrition and Dietetics (HN/HND), and the competencies required of Nutrition and Dietetics professionals in Uganda. Methods: A cross-sectional mixed methods design was used. Respondents included 132 graduates of the Bachelor’s degrees in HN/HND obtained from the Makerere and Kyambogo Universities in 2005-2016; 14 academic staff that train HN/HND in the two universities; and 11 HN/HND work/internship supervisors. Data from the graduates was collected through an email-based survey; data from other participants was through face to face interviews using researcher administered questionnaires. Results: Most HN/HND respondents (84.8%) obtained their Bachelor's degrees from Kyambogo University; 61.4% graduated in 2013-2016. Most (64.3%) academic staff respondents were females and the majority (57.1%) had doctorate training. All stakeholders viewed communities as facing a variety of nutrition and dietetics challenges cutting across different Sustainable Development Goals. The nutrition and dietetics interventions requested for, provided, and considered a priority for communities were both nutrition-specific and nutrition-sensitive. Work done by HN/HND graduates encompassed seven main competency domains; the dominant being organizational leadership and management; management of nutrition-related disease conditions; nutrition and health promotion; research; and advocacy, communication, and awareness creation. Conclusions: This study shows that nutrition and dietetics challenges in Uganda are multifaceted. HN/HND graduates are employed in different sectors; provide nutrition-specific and sensitive services in a multisectoral environment; are expected to possess a variety of knowledge and skills. However, graduates have knowledge and skills gaps in some areas they are expected to exhibit competency. We recommend using these findings as a basis for obtaining stakeholder consensus on the key competencies that should be exhibited by all HN/HND graduates in Uganda; developing a HN/HND competency-based education model and a national HN/HND training and practice standard, and undertaking further research to understand the quality and relevancy of HN/HND curricula to Uganda’s job market requirements.

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