Updating the Competency Profile and Examination Blueprint for Entry-Level Optometry in Canada

The Optometry Examining Board of Canada (formerly Canadian Examiners in Optometry) is a not-for-profit corporation that administers the entry-to-practice examination for optometrists in Canada in service to its members, the 10 provincial optometry regulators. The described work resulted in an updated entry-level competency profile for optometry, together with an examination blueprint based upon indicators derived from the competencies. The project took place over the period May 2014 – September 2015 and involved the following steps: Establishment of project teams Clarification of conceptual framework Development of proposed competencies Validation of competencies Development of indicators for each competency, consistent with the assessment methodologies used in the entry-to-practice examination Construction of an updated examination blueprint

Validation of competencies in e-portfolios: A qualitative analysis

This paper uses the example of an Internet-based advanced studies course to show how the portfolio method, as a competence-based form of examination, can be integrated in a blended learning design. Within the framework of a qualitative analysis of project portfolios, we examined which competencies are documented and how students reflected on their competence development process using portfolios.

Business Communication Competencies Needed by Employees as Perceived by Business Faculty and Business Professionals

Implementation of total quality management and continu ous process improvement require validation of competencies by an institution's customers. This study was designed to determine if business faculty and business professionals perceive (a) business writing skills, (b) oral/interpersonal skills, (c) basic English skills, and (d) other business com munication abilities with the same degree of importance. Four one-way analyses of variance revealed no significant difference between 35 business professionals and 30 busi ness faculty concerning the four areas. However, when the 50 competencies within the four areas were ranked, some visible differences occurred in using the telephone and intercom, asking questions, and applying confidentiality.