Understanding and Issues on Core Competency and Competency-based Curriculum in Higher Education

2017 ◽  
Vol 2 (1) ◽  
pp. 23-45
Author(s):  
Daejung Kim ◽  
Soyoung Kim
Keyword(s):  
Higher Education ◽  
Core Competency ◽  
Competency Based

Conceptualization and Pilot Testing of a Core Competency-Based Training Workshop in Suicide Risk Assessment and Management: Notes From the Field

2016 ◽  
Vol 73 (3) ◽  
pp. 233-238 ◽  
Author(s):  
Robert J. Cramer ◽  
Claire N. Bryson ◽  
Morgam K. Eichorst ◽  
Lee N. Keyes ◽  
Brittany E. Ridge
Keyword(s):  
Risk Assessment ◽  
Suicide Risk ◽  
Core Competency ◽  
Suicide Risk Assessment ◽  
Training Workshop ◽  
Pilot Testing ◽  
Competency Based ◽  
Risk Assessment And Management

scholarly journals Competency-based approach and competencies in higher education: a theoretical review

2020 ◽  
Vol 8 (SPE2) ◽  
Author(s):  
Andrey A. Kulik ◽  
◽  
Paraskovya V. Lazareva ◽  
Natalia V. Ippolitova ◽  
Axiniya E. Egorova ◽  
...  
Keyword(s):  
Higher Education ◽  
Competency Based

Assessment measures needed for competency‐based higher education

1976 ◽  
Vol 53 (4) ◽  
pp. 241-247 ◽  
Author(s):  
John Harris ◽  
Stephen P. Keller
Keyword(s):  
Higher Education ◽  
Competency Based ◽  
Assessment Measures

Building Competence

2017 ◽  
pp. 28-40
Author(s):  
Kristin A Jones ◽  
Steven G Olswang
Keyword(s):  
Higher Education ◽  
Instructional Approaches ◽  
Pedagogical Change ◽  
Post Secondary ◽  
Instructional Innovation ◽  
Historical Significance ◽  
Competency Based Education ◽  
Competency Based ◽  
Higher Education Instruction ◽  
Pedagogical Philosophies

A flurry of new instructional approaches has recently emerged in post-secondary education; one approach receiving the most attention is competency-based education (CBE). While many think CBE is relatively new, its roots are deeply seeded in decades-old pedagogical philosophies. The frequency with which CBE is now appearing in conversations about higher education instruction and reform gives the false impression that most practitioners actually know what CBE is, or how it contrasts with other instructional approaches. In fact, the modern dilemma faced by many in higher education is that few institutional leaders have a comprehensive understanding of what CBE is, how it differs from other instructional approaches, the historical significance behind it, and how it might be used to effect pedagogical change and instructional innovation. This chapter explores the historical basis of CBE, its benefits and detriments, and its operational elements.

Weaving Innovative Threads Together

2018 ◽  
pp. 22-35
Author(s):  
Judee Richardson
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Skill Levels ◽  
Competency Based Education ◽  
University Of Wisconsin ◽  
Societal Needs ◽  
Specific Performance ◽  
Competency Based ◽  
The University

In the United States, institutions of higher education have been under mounting pressure to improve. In part, this is due to increasingly high-priced academies producing graduates who possess skill levels that are out of sync with employer and societal needs. Added to this is the fact that the United States spends more than other countries to educate its citizens but continues to perform more poorly on comparative measures of literacy, math, reading, and science. To stay globally competitive, changes need to be made. Competency-based education has re-emerged and taken root as one way in which to educate students more effectively. By focusing on demonstrable learning outcomes and discipline-specific performance, competency-based education is changing the fabric of higher education. Based upon experiences garnered from the University of Wisconsin Flexible Option, this chapter presents some of the challenges encountered when developing this type of program within a longstanding traditional educational system.

Competency-Based Assessment

2020 ◽  
pp. 108-129
Author(s):  
Mohammed Khalidi Idrissi ◽  
Meriem Hnida ◽  
Samir Bennani
Keyword(s):  
Higher Education ◽  
Common Sense ◽  
Academic Programs ◽  
Competency Assessment ◽  
E Learning ◽  
Assessment Techniques ◽  
Competency Based ◽  
The Common ◽  
Competency Based Assessment ◽  
The Way

Competency-based Assessment (CBA) is the measurement of student's competency against a standard of performance. It is a process of collecting evidences to analyze student's progress and achievement. In higher education, Competency-based Assessment puts the focus on learning outcomes to constantly improve academic programs and meet labor market demands. As of to date, competencies are described using natural language but rarely used in e-learning systems, and the common sense idea is that: the way competency is defined shapes the way it is conceptualized, implemented and assessed. The main objective of this chapter is to introduce and discuss Competency-based Assessment from a methodological and technical perspectives. More specifically, the objective is to highlight ongoing issues regarding competency assessment in higher education in the 21st century, to emphasis the benefits of its implementation and finally to discuss some competency modeling and assessment techniques.

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.

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